Differentiated Mathematics Instruction: Perception, Readiness, and Practice of Indonesian Teachers
DOI:
https://doi.org/10.17561/ae.v26n1.8790Keywords:
differentiated mathematics instruction, teacher, perception, readiness, practiceAbstract
Differentiated Mathematics Instruction (DMI) can facilitate students’ diversity. This research explores teachers’ perceptions, readiness, and practices for implementing DMI in Indonesia. This is qualitative research with a phenomenological approach. A total of twenty mathematics teachers participated through purposive sampling. Semi-structured interviews were conducted for data collection. Data analysis was done by the Bogdan and Biklen techniques, including data reduction, finding themes and inter-themes, and concluding. The results show that teachers understand the concept, benefits, and roles of DMI. However, there are still many unprepared teachers, and there are many barriers to implementing DMI. Some of the barriers include difficulty in time management, difficulty in drawing up a learning plan, and limited examples of DMI that can be adapted. Another barrier is that teachers feel stressed by using different methods and media, and have to perform different evaluations. Teachers’ professional training related to DMI and teacher collaboration is expected to be conducted as a solution to various barriers.
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