ANALYSIS OF THE APPLICATION OF DIFFERENTIATED INSTRUCTION IN CHEMISTRY LEARNING AT MA PEMBANGUNAN UIN JAKARTA
DOI:
https://doi.org/10.18173/2354-1075.2026-%25xKeywords:
differentiated instruction; chemistry learning; Merdeka Curriculum; Madrasah; qualitative case studyAbstract
Differentiated instruction (DI) is a core pedagogical expectation of Indonesia’s Merdeka Curriculum, yet evidence on how it is enacted in secondary chemistry, particularly in madrasah (Islamic schools under the Ministry of Religious Affairs), remains limited and is often confined to a single component of DI. This qualitative case study analyzed how DI is understood and applied in chemistry learning at MA Pembangunan UIN Jakarta. It addressed four research questions concerning (1) the teacher’s understanding of DI; (2) the identification of learners’ readiness, interests, and learning profiles; (3) the differentiation of content, process, product, and learning environment; and (4) the planning, monitoring, and evaluation of DI and the challenges encountered. Data were obtained from the chemistry teacher as the key informant through semi-structured interviews, from classroom observations of 30 Grade X students, and from documents (teaching modules, assessment instruments, student products, and portfolios), and were analyzed using the Miles, Huberman, and Saldaña interactive model with source and technique triangulation. The teacher conceptualized DI as a strength-based approach grounded in the belief that every student has potential. Learner needs were mapped through non-cognitive and cognitive diagnostic assessments, matriculation, subject clubs, and a cultural background check. Differentiation was most developed in process and product, where students were grouped by learning style and produced podcasts, posters, and ecoprinting products, whereas content differentiation relied mainly on tiered materials. Progress was monitored through diagnostic, formative, and summative assessments and portfolios. The main challenges were managing the preparation workload, supervising several groups simultaneously, and dealing with insufficient time allocation. DI in chemistry therefore needs multi-meeting planning and institutional support for teachers.
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