Proceedings of the Online Conference of Education Research International (OCERI 2023)

<Previous Article In Volume
Next Article In Volume>

Student’s Perceptions About Implementation of Differentiated Instruction: A Literature Review

Authors
Hilya Tunisa Asyidiqi1, Fajriatul Apriliana1, Andrea Prita Purnama Ratri1, Muhamad Nanang Suprayogi1, *
1Bina Nusantara University, Jakarta, Indonesia
*Corresponding author.
Corresponding Author
Muhamad Nanang Suprayogi
Available Online 28 September 2023.
DOI
10.2991/978-2-38476-108-1_28How to use a DOI?
Keywords
Differentiated Instruction; Education; Perceptions; Students; School
Abstract

Each student has different characteristics and abilities; therefore, different specific learning strategies are needed to support the diversity. The hierarchical relationship and teacher authority make it a challenge for teachers and students to have a democratic relationship. Differentiated Instruction (DI) has been defined as an instructional approach characterized as a student-centered teaching strategy that allows the accommodation of various students with learning needs. The teaching strategies in DI are structured by identifying student readiness, increasing collaboration, and autonomy in learning. Implementing the DI, teachers can modify four aspects of learning, namely, content, process, products, and learning environment. A Systematic literature review is used for this study by reviewing the existing literature related to DI. This study focused on the student perception about implementation of DI. Using the process of inclusion and exclusion, the study included 18 articles, from 26 articles. The result of the study revealed that according to the student perception, the implementation of DI improves the problem skill of students, stimulates the student learning, adjusts the interest and various student learning styles, problem solving ability. Furthermore, implementation of DI is also perceived as fun, effective, and informative.

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.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the Online Conference of Education Research International (OCERI 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
28 September 2023
ISBN
10.2991/978-2-38476-108-1_28
ISSN
2352-5398
DOI
10.2991/978-2-38476-108-1_28How 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  - Hilya Tunisa Asyidiqi
AU  - Fajriatul Apriliana
AU  - Andrea Prita Purnama Ratri
AU  - Muhamad Nanang Suprayogi
PY  - 2023
DA  - 2023/09/28
TI  - Student’s Perceptions About Implementation of Differentiated Instruction: A Literature Review
BT  - Proceedings of the Online Conference of Education Research International (OCERI 2023)
PB  - Atlantis Press
SP  - 288
EP  - 296
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-108-1_28
DO  - 10.2991/978-2-38476-108-1_28
ID  - Asyidiqi2023
ER  -