Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)

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Primary School Teachers’ Perceptions of Differentiation Learning

Authors
Asnawi1, Dini Ramadhani1, Tengku Muhammad Sahudra2, Ary Kiswanto Kenedi3, *
1Department of Primary School Teacher Education, Universitas Samudra, Langsa, Indonesia
2Department of Geography Education, Universitas Samudra, Langsa, Indonesia
3Department of Primary School Teacher Education, Universitas Samudra, Langsa, Indonesia
*Corresponding author. Email: arykenedi@unsam.ac.id
Corresponding Author
Ary Kiswanto Kenedi
Available Online 20 May 2024.
DOI
10.2991/978-2-38476-245-3_27How to use a DOI?
Keywords
Differentiation; Elementary School; Perception; Teacher
Abstract

This research was conducted because of the need to implement differentiated learning optimally. This research describes how elementary school teachers perceive the differentiated learning model applied to elementary school students. The research method used in this study is descriptive qualitative research. Data was obtained through questionnaires involving 30 elementary school teachers. The data analysis process involves the steps of data reduction, data presentation, and conclusion. Data reliability is guaranteed through triangulation techniques. The research results show that teachers’ perceptions of several aspects, including teaching materials, interactions in differentiated learning, learning environments, and learning models in general, tend to fall into the poor category. These findings indicate that teachers need more perceptions of the effectiveness of differentiated learning for elementary school students. This research implies that the results can be used as a basis for developing differentiated learning approaches that are more appropriate to the needs of elementary school students.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
20 May 2024
ISBN
978-2-38476-245-3
ISSN
2352-5398
DOI
10.2991/978-2-38476-245-3_27How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Asnawi
AU  - Dini Ramadhani
AU  - Tengku Muhammad Sahudra
AU  - Ary Kiswanto Kenedi
PY  - 2024
DA  - 2024/05/20
TI  - Primary School Teachers’ Perceptions of Differentiation Learning
BT  - Proceedings of the International Conference on Current Issues in Education (ICCIE 2023)
PB  - Atlantis Press
SP  - 249
EP  - 257
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-245-3_27
DO  - 10.2991/978-2-38476-245-3_27
ID  - 2024
ER  -