Science teachers' perceptions of differentiated learning: A survey study

Abstract

Indonesia has implemented an independent curriculum, ‘Merdeka’, and encouraged differentiated learning. The research was conducted from September to April 2023. This study aimed to measure science teachers' perceptions of differentiated learning. This investigation used a survey methodology. The instrument used in this study is an array consisting of twenty items. This survey included 220 science teachers at the primary and secondary education levels. The data were obtained via descriptive statistical analysis. The results of this study indicate that, with regard to the differentiated teaching paradigm, approximately 98% of teachers have a desire and a willingness to teach the concept of differentiated instruction. The teacher ensures that differentiated instruction. A total of 70% of the teachers were able to carry out differentiated learning, and the rest did not apply the method. Interpretation of the data related to differentiated instruction, specifically 70% of the difference in instruction compared to directed instruction, can increase student learning outcomes to a greater degree. A total of 70% of the teachers differentiated learning consistently. However, almost 50% of teachers do not believe that the lessons and assignments at schools are relevant. The teacher believes that differentiated instruction can be implemented, and certain students are capable of implementing the method in differentiated instruction as well as ensuring that it can maximize the potential and results of students' learning in engaging, hands-on learning experiences.