DIFFERENTIATED LEARNING AS A PEDAGOGICAL PROCESS: EVIDENCE FROM ECONOMICS LEARNING UNDER THE MERDEKA CURRICULUM
DOI:
https://doi.org/10.23969/jp.v11i03.59617Keywords:
Differentiated Learning, Merdeka Curriculum, Economics Learning, Diagnostic AssessmentAbstract
Differentiated instruction has become a key pedagogical approach within Indonesia's Merdeka Curriculum. However, empirical evidence explaining how it is systematically implemented in vocational Economics classrooms remains limited. This study aims to analyze the planning, implementation, and evaluation of differentiated instruction in Grade X Economics learning at SMK Raudlatul Ulum Ledokombo Jember. Unlike previous studies that primarily emphasize instructional effectiveness or teachers' readiness, this study proposes a process-oriented perspective by conceptualizing differentiated instruction as an integrated pedagogical framework linking diagnostic assessment, adaptive instruction, and authentic assessment. The findings identify three interconnected dimensions that shape effective differentiated learning implementation. This study employed a descriptive qualitative approach using a single-case study design. The research involved 14 purposively selected informants, comprising one principal, one vice principal for curriculum, one Economics teacher, and eleven Grade X students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model of data condensation, data display, and conclusion drawing supported by source triangulation to ensure credibility. The findings reveal that differentiated instruction was implemented through three integrated stages: (1) diagnostic assessment-informed instructional planning, (2) adaptive classroom implementation involving differentiated content, process, and product, and (3) continuous formative assessment supported by authentic feedback and flexible learning products. These findings demonstrate that the effectiveness of differentiated instruction depends on the coherence between planning, instructional adaptation, and assessment rather than on isolated teaching strategies. The study contributes to strengthening the conceptual understanding of differentiated instruction as a holistic pedagogical process within vocational Economics education.
Downloads
References
Anggita, A. S., Sumiati, A., Zulaihati, S., & Respati, D. K. (2022). Analisis Model Learning Cycie 7e dan Problem Based Learning terhadap Kemampuan Berpikir Kritis dalam Mata Pelajaran Akuntansi di Smk Persada Husada Indonesia Kota Bekasi. Jurnal Ilmiah Edunomika, 6(1), 360–368. https://doi.org/10.29040/jie.v6i1.4048
Astuti, I., & Afendi, A. R. (2022). Implementation of Differentiated Learning Through Play Activities in Early Childhood. EduLine: Journal of Education and Learning Innovation, 2(3), 358–365. https://doi.org/10.35877/454RI.eduline1264
Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1124259
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807
Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504
Farliana, N., Setiaji, K., & Muktiningsih, S. (2021). Pengaruh Kemandirian Belajar Terhadap Kemampuan Berfikir Kritis Diintervening Motivasi Belajar E-learning Ekonomi. JEKPEND: Jurnal Ekonomi dan Pendidikan, 4(1), 56. https://doi.org/10.26858/jekpend.v4i1.16252
Fauzia, R., & Ramadan, Z. H. (2023). Implementasi Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka. Jurnal Educatio FKIP UNMA, 9(3), 1608–1617. https://doi.org/10.31949/educatio.v9i3.5323
Frisnoiry, S., Firdaus, M., Hutagalung, T., Ramadhani, I., & Marlan, M. (2025). Optimalisasi Pembelajaran Berdiferensiasi untuk Peningkatan Mutu Pendidikan di Pendidikan Profesi Guru (PPG). J-CEKI : Jurnal Cendekia Ilmiah, 4(4), 1185–1194. https://doi.org/10.56799/jceki.v4i4.8911
Kekeya, J. (2021). Qualitative case study research design: The commonalities and differences between collective, intrinsic and instrumental case studies. Contemporary PNG Studies, 36, 28–37. https://doi.org/10.3316/informit.356219476950585
Kivunja, C. (2014). Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm. International Journal of Higher Education, 4(1), p1. https://doi.org/10.5430/ijhe.v4n1p1
Kurniawan, F., Nurhalisa, N., & Hanif, M. (2025). Kesulitan Belajar, Tantangan, dan Solusi Bagi Peserta Didik. Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin, 4(2), 763–774. https://doi.org/10.54723/ejpgmi.v4i2.471
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464
Lavania, M., & Mohamad Nor, F. (2021). Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru. Creative Education, 12(06), 1235–1246. https://doi.org/10.4236/ce.2021.126093
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Edition 3). Sage.
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292. https://doi.org/10.1002/rev3.3292
Mulyawati, Y., Zulela, M. S., & Edwita, E. (2022). Differentiation Learning to Improve Students Potential in Elementary School. Pedagonal : Jurnal Ilmiah Pendidikan, 6(1), 68. https://doi.org/10.55215/pedagonal.v6i1.4485
Nazilah, A. S. (2024). Diagnostic Assessment in Differentiated Learning: Supporting Learners’ Needs for Improved Learning Achievement. Research Journal on Teacher Professional Development, 2(1), 87–92. https://doi.org/10.21580/rjtpd.v2i1.20662
Nurdina, H., Martono, T., & Sangka, K. B. (2019). Tantangan dan Peluang Sekolah Menengah Kejuruan Melalui Pendidikan Kewirausahaan dalam Menghadapi Era Digital. Surya Edunomics, 3(1), 22–34.
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237
Salsabila, N., & Ziyadatu, Z. (2025). Peran Bimbingan Belajar Pada Peserta Didik Yang Mengalami Kesulitan Besar Mata Pelajaran. Advances in Education Research, 1(2), 101–104. https://doi.org/10.56495/aer.v1i2.951
Santoso, P. H., Istiyono, E., & Haryanto. (2022). Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Education Sciences, 12(9), 582. https://doi.org/10.3390/educsci12090582
Sarnoto, A. Z. (2024). Model pembelajaran berdiferensiasi dalam kurikulum merdeka. Journal on Education, 6(3), 15928–15939.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Sitorus, A. S. (2025). Pembelajaran Berdiferensiasi pada Kurikulum Merdeka: Tinjauan Teoretis tentang Implementasi, Tantangan dan Peluang. Action Research Journal Indonesia (ARJI), 7(2), 1159–1174. https://doi.org/10.61227/arji.v7i2.446
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02366
Suwastini, N. K. A., Rinawati, N. K. A., Jayantini, I. G. A. S. R., & Dantes, G. R. (2021). DIFFERENTIATED INSTRUCTION FOR EFL CLASSROOM. TELL-US JOURNAL, 7(1), 14–41. https://doi.org/10.22202/tus.2021.v7i1.4719
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
Wahyuni, A. S. (2022). Literature Review: Pendekatan Berdiferensiasi Dalam Pembelajaran IPA. JURNAL PENDIDIKAN MIPA, 12(2), 118–126. https://doi.org/10.37630/jpm.v12i2.562
Wiryanto, W., & Anggraini, G. O. (2022). Analisis pendidikan humanistik Ki Hajar Dewantara dalam konsep kurikulum merdeka belajar. Jurnal Penelitian Ilmu Pendidikan, 15(1), 33–45. https://doi.org/10.21831/jpipfip.v15i1.41549
Zulfa, I. (2025). Analisis karakteristik belajar peserta didik melalui asesmen diagnostik pada mata pelajaran PKn Kelas V SD Negeri Kuripan Lor 01 [Undergraduate_thesis, UIN K.H. Abdurrahman Wahid Pekalongan]. http://perpustakaan.uingusdur.ac.id/
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
