Conceptual Understanding and Implementation of Differentiated Learning Among Primary Education Teacher in Java-Bali
DOI:
https://doi.org/10.18502/kss.v10i12.18860Keywords:
differentiated learning, conceptual understanding, implementationAbstract
A deep understanding of the concept of differentiated learning is needed by teachers to overcome difficulties or reluctance in implementing it in the classroom. This article aims to describe the conceptual understanding and implementation of differentiated learning at the primary education level because there are elementary school teachers who are still reluctant or have difficulty implementing this method in their classes. The design in this research is quantitative descriptive and uses the survey method. The results show that 84 teachers (60.87%) really understand differentiated learning, 50 teachers (36.23%) already understand, 1 teacher (0.27%) does not understand, and 3 teachers (2.17%) really do not understand differentiated learning. Differentiated learning has not been running effectively due to several reasons, therefore to overcome difficulties in implementing it requires a systematic approach and solution.
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