Differentiated Learning in the Context of the Independent Curriculum: Level of Understanding, Challenges, and School Aspirations

Abstract

This study aims to understand the perspectives and practices of early childhood education (ECE) teachers in implementing differentiated learning in the Program Sekolah Penggerak. Differentiated learning adapts teaching strategies based on students' needs, interests, and learning styles. The method used is a qualitative case study, with data collected through interviews, classroom observations, and document analysis in 20 ECE schools. The results show that although ECE teachers generally have a positive view of differentiated learning, its implementation still faces various challenges, including a lack of adequate training and limited administrative support. Program Sekolah Penggerak seeks to address these challenges through teacher training and professional development, but this study highlights the importance of increasing support so that differentiated learning can be effectively implemented. The findings are expected to help improve educational practices at the ECE level and serve as a reference in developing more inclusive educational policies.