Title: Differentiated Instruction: Learning Solutions to Address Student Diversity Through a Constructivistic Theory Approach
Authors: Amey Karimatul Fadhilah , Nurul Umamah
Volume: 8
Issue: 12
Pages: 110-115
Publication Date: 2024/12/28
Abstract:
This article discusses the implementation of Differentiated Instruction in learning, which aims to meet the different learning needs of students in the classroom with diverse abilities and backgrounds. The increasingly diverse learning in today's classrooms may require teachers to implement differentiated instruction in the classroom to create an effective learning process. This systematic review provides an overview of how differentiated instruction is applied in learning with a constructivistic theory approach. This article uses literature study research method. The result of this research is that Differentiated Instruction allows teachers to customise teaching based on three main characteristics of students: readiness, interest and learning profile. The strategy involves an initial assessment to understand students' ability levels and interests, and designing lessons to suit their needs. This process helps teachers manage diverse classrooms through a personalised approach that encourages active student engagement and meaningful learning experiences. This Differentiated Instruction approach is in line with constructivistic principles that emphasise experiential learning, knowledge development through social interaction and flexibility in structuring learning objectives and tasks. The results show that the implementation of Differentiated Instruction not only motivates students but also improves their ability to understand the subject matter more deeply, which in turn contributes to the overall success of learning. As a recommendation, teachers are advised to improve their competence in designing differentiated learning through specialised training and collaboration with peers. In addition, educational institutions need to provide resources and facilities that support the effective implementation of Differentiated Teaching.