Challenges Faced by Science Teachers in Implementing Differentiated Learning in Junior High School Palu Central Sulawesi Indonesia
DOI:
10.29303/jppipa.v9iSpecialIssue.6383Published:
2023-12-25Issue:
Vol. 9 No. SpecialIssue (2023): UNRAM journals and research based on science education, science applications towards a golden Indonesia 2045Keywords:
Differentiated Learning, Learning Strategies, ScienceResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Within the ever-evolving scene of instruction, the usage of differentiated learning, an approach planned to cater to assorted student’s needs, has picked up unmistakable quality. This article investigates the challenges experienced by science teachers as they explore the complexities of joining differentiated learning procedures into their classrooms in junior high schools in Palu, Central Sulawesi-Indonesia. A mixed-methods investigative plan, comprising overviews and interviews, was utilized to explore the encounters of science teachers. The quantitative stage uncovered that whereas a critical parcel of teachers grasped differentiated learning, they experienced challenges such as time limitations (80%), substance adjustment (50%), constraints to fitting educating assets (20%), students’ resistance (30%), and inadequately proficient improvement (20%). The subjective stage gives in-depth experiences into these challenges, highlighting the requirement for imaginative procedures, progressing back, and asset accessibility to overcome them. The consideration underscores the significance of tending to these challenges to cultivate a more comprehensive and locks-in science teaching-learning environment that benefits both teachers and students
References
Baxter, S. D., Smith, A. L., Puryear, M. P., Vaadi, K. K., Collins, K. L., Guinn, C. H., Smith, A. F., Miller, P. H., Hitchcock, D. B., & Finney, C. J. (2014). Classroom Administration versus One-on-One-Interview Administration: 4th-Grade Children’s Responses to a 5-item Food-Security Survey. Journal of the Academy of Nutrition and Dietetics, 114(9), 95. https://doi.org/10.1016/j.jand.2014.06.326
Campbell, T. G., Yeo, S., Rich, E., & Green, M. (2023). Exploring affordances and limitations of between-group movement in elementary mathematics classrooms. The Journal of Mathematical Behavior, 71, 101083. https://doi.org/10.1016/j.jmathb.2023.101083
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149
Castillo, J. G., & Hernandez, M. A. (2023). The unintended consequences of confinement: Evidence from the rural area in Guatemala. Journal of Economic Psychology, 95, 102587. https://doi.org/10.1016/j.joep.2022.102587
Chan, C. K. Y., & Chen, S. W. (2022). Students’ perceptions on the recognition of holistic competency achievement: A systematic mixed studies review. Educational Research Review, 35, 100431. https://doi.org/10.1016/j.edurev.2021.100431
Cheng, X., & Liu, Y. (2022). Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners. System, 109, 102880. https://doi.org/10.1016/j.system.2022.102880
Copriady, J., Zulnaidi, H., Alimin, M., & Albeta, S. W. (2021). In-service training and teaching resource proficiency amongst Chemistry teachers: The mediating role of teacher collaboration. Heliyon, 7(5), 6995. https://doi.org/10.1016/j.heliyon.2021.e06995
Crosthwaite, P., Luciana, & Schweinberger, M. (2021). Voices from the periphery: Perceptions of Indonesian primary vs secondary pre-service teacher trainees about corpora and data-driven learning in the L2 English classroom. Applied Corpus Linguistics, 1(1), 100003. https://doi.org/10.1016/j.acorp.2021.100003
Fernández-Mesa, A., Olmos-Peñuela, J., GarcÃa-Granero, A., & Oltra, V. (2022). The pivotal role of students’ absorptive capacity in management learning. The International Journal of Management Education, 20(3), 100687. https://doi.org/10.1016/j.ijme.2022.100687
Fetters, M. D., & Tajima, C. (2023). Mixed methods research designs. In International Encyclopedia of (Education(, pp. 426–440). https://doi.org/10.1016/B978-0-12-818630-5.11042-5
Haim, O., Agur, A., Gabay, S., Azolai, L., Shutan, I., Chitayat, M., Katirai, M., Sadon, S., Artzi, M., & Lidar, Z. (2023). Differentiating Spinal Pathologies by Deep Learning Approach. The Spine Journal. https://doi.org/10.1016/j.spinee.2023.09.019
Hilal, T. A., Hilal, A. A., & Hilal, H. A. (2022). Social Networking Applications: A Comparative Analysis for a Collaborative Learning through Google Classroom and Zoom. Procedia Computer Science, 210, 61–69. https://doi.org/10.1016/j.procs.2022.10.120
Jacobs, J., Scornavacco, K., Harty, C., Suresh, A., Lai, V., & Sumner, T. (2022). Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change. Teaching and Teacher Education, 112, 103631. https://doi.org/10.1016/j.tate.2022.103631
Joboshi, H., & Oka, M. (2017). Effectiveness of an educational intervention (the Encourage Autonomous Self-Enrichment Program) in patients with chronic kidney disease: A randomized controlled trial. International Journal of Nursing Studies, 67, 51–58. https://doi.org/10.1016/j.ijnurstu.2016.11.008
Krüger, J. M., Palzer, K., & Bodemer, D. (2022). Learning with augmented reality: Impact of dimensionality and spatial abilities. Computers and Education Open, 3, 100065. https://doi.org/10.1016/j.caeo.2021.100065
Lillge, D., & Knowles, A. (2020). Sticking points: Sites for developing capacity to enact socially just instruction. Teaching and Teacher Education, 94, 103098. https://doi.org/10.1016/j.tate.2020.103098
Lim, Y., & Park, H. (2022). Who have fallen behind? The educational reform toward differentiated learning opportunities and growing educational inequality in South Korea. International Journal of Educational Development, 9(2), 102599. https://doi.org/10.1016/j.ijedudev.2022.102599
Lyu, Q., Chen, W., Su, J., & Heng, K. H. (2023). Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students’ collaborative learning. The Internet and Higher Education, 59, 100920. https://doi.org/10.1016/j.iheduc.2023.100920
Macariu, C., Iftene, A., & Gîfu, D. (2020). Learn Chemistry with Augmented Reality. Procedia Computer Science, 176, 2133–2142. https://doi.org/10.1016/j.procs.2020.09.250
Marttinen, R., Wilson, K., Fisher, K., Beitzel, M., & Fredrick, R. N. (2022). Process evaluation and challenges in collecting data from an after-school sports and literacy program in a diverse, low-income community. Evaluation and Program Planning, 91, 102052. https://doi.org/10.1016/j.evalprogplan.2022.102052
Michailidi, E., & Stavrou, D. (2021). Mentoring in-service teachers on implementing innovative teaching modules. Teaching and Teacher Education, 105, 103414. https://doi.org/10.1016/j.tate.2021.103414
Mohamed, K. E. (2022). An instructive model of integrating sustainability into the undergraduate design studio. Journal of Cleaner Production, 338, 130591. https://doi.org/10.1016/j.jclepro.2022.130591
Musengimana, J., Kampire, E., & Ntawiha, P. (2022). Rwandan secondary school students’ attitudes in learning chemistry: Explored with task-based instruction. Heliyon, 8(9), 10509. https://doi.org/10.1016/j.heliyon.2022.e10509
Pan, G., Shankararaman, V., Koh, K., & Gan, S. (2021). Students’ evaluation of teaching in the project-based learning programme: An instrument and a development process. The International Journal of Management Education, 19(2), 100501. https://doi.org/10.1016/j.ijme.2021.100501
Rutten, L. (2021). Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education, 97, 103194. https://doi.org/10.1016/j.tate.2020.103194
Sattin-Bajaj, C., Barrera Alcazar, J., Dee Hong, D. D., & Romo-González, M. (2023). An expanded framework for preparing teachers to educate children of immigrant backgrounds. Teaching and Teacher Education, 129, 104120. https://doi.org/10.1016/j.tate.2023.104120
Schlatter, E., Molenaar, I., & Lazonder, A. W. (2021). Learning scientific reasoning: A latent transition analysis. Learning and Individual Differences, 92, 102043. https://doi.org/10.1016/j.lindif.2021.102043
Tamascelli, N., Paltrinieri, N., & Cozzani, V. (2023). Learning From Major Accidents: A Meta-Learning Perspective. Safety Science, 158, 105984. https://doi.org/10.1016/j.ssci.2022.105984
Tetzlaff, L., Hartmann, U., Dumont, H., & Brod, G. (2022). Assessing individualized instruction in the classroom: Comparing teacher, student, and observer perspectives. Learning and Instruction, 82, 101655. https://doi.org/10.1016/j.learninstruc.2022.101655
Yang, J., Zhao, F., Zheng, J., Wang, Y., Fei, X., Xiao, Y., & Fang, M. (2023). An automated toxicity based prioritization framework for fast chemical characterization in non-targeted analysis. Journal of Hazardous Materials, 448, 130893. https://doi.org/10.1016/j.jhazmat.2023.130893
Zendler, A., & Greiner, H. (2020). The effect of two instructional methods on learning outcome in chemistry education: The experiment method and computer simulation. Education for Chemical Engineers, 30, 9–19. https://doi.org/10.1016/j.ece.2019.09.001
Zhao, T., Zhu, X., Zeng, X., & Yu, Y. (2023). Better to lose than to gamble? The typology of career differentiation and agency of experienced teachers in rural areas in China. Teaching and Teacher Education, 124, 104029. https://doi.org/10.1016/j.tate.2023.104029
Author Biographies
Nurasyah Dewi Napitupulu, Tadulako University
Bau Ratu, Tadulako University
Daud K Walanda, Tadulako University
Mery Napitupulu, Tadulako University
License
Copyright (c) 2023 Nurasyah Dewi Napitupulu, Bau Ratu, Daud K Walanda, Mery Napitupulu

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).