English Teachers' Strategies in Applying Differentiated Instruction in the Merdeka Curriculum

Lutfiana, Meimunah (2025) English Teachers' Strategies in Applying Differentiated Instruction in the Merdeka Curriculum. Undergraduate Thesis thesis, UIN K.H Abdurrahman Wahid Pekalongan.

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Abstract

Differentiated instruction in the Merdeka Curriculum is a teaching approach tailored to students' needs, interests, and learning profiles, allowing each individual to develop according to their potential. This approach provides teachers with flexibility in designing diverse instructional strategies to ensure that every student has an optimal learning experience. This study explores the strategies used by English teachers in implementing differentiated instruction within the framework of the Merdeka Curriculum, as well as the challenges they face in the process. The research employs a qualitative approach with thematic analysis to examine data collected through interviews with two high school English teachers. The findings reveal that teachers implement various differentiation strategies in terms of content, process, and product to accommodate students' diverse learning needs. These strategies include providing varied learning materials, using flexible teaching methods, and offering multiple forms of assessment. However, teachers also encounter challenges such as limited time for lesson planning, large class sizes, and varying levels of student motivation. Despite these obstacles, teachers strive to adapt their instructional approaches to create an inclusive and effective learning environment. This study contributes to the understanding of differentiated instruction in the context of the Merdeka Curriculum and highlights the need for further support and professional development for teachers in implementing these strategies.

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