The Implementation of Differentiated Learning in SMKN 10 Jeneponto

Abstract

This research was conducted at SMKN 10 Jeneponto with Class X.TKJ as the study sample, selected through random sampling. The study explored the implementation of differentiated learning in content, process, and product, focusing on observations and interviews with teachers and students. The observations revealed that most aspects of differentiated learning were implemented, though some areas, such as content differentiation based on students' abilities and the provision of additional materials for students seeking challenges, were not fully realized. The process of differentiated learning, including the use of varied teaching methods, individual guidance, and flexible pacing, was mostly successful. However, the teacher did not provide an assessment rubric tailored to each student’s learning style, focusing instead on students’ overall understanding. Interviews with students indicated that most opted for written products due to time constraints and a preference for easier, quicker tasks. The findings suggest that while differentiated learning is being practiced, further attention to content differentiation and assessment rubrics is needed to fully support diverse student abilities and learning styles.