Implementasi Kurikulum Berdiferensiasi dalam Pembelajaran Bahasa untuk Mengakomodasi Gaya Belajar Beragam Siswa

Ichsan Fauzi Rachman

Abstract

21st-century education demands instructional practices that are responsive to the diverse characteristics of learners, particularly in enhancing literacy achievement and language proficiency areas that remain challenging in Indonesia. This study aims to examine the implementation of a differentiated curriculum in language instruction at the senior high school (SMA) level as a means to accommodate students' diverse learning styles. The study employs a library research method, analyzing various theoretical and empirical literature sources relevant to instructional differentiation. The findings indicate that implementing differentiation in language instruction involves adjusting three key aspects content, process, and product based on an assessment of students' readiness, interests, and learning profiles. Theoretically, this approach is supported by an integration of behaviorist, cognitive, humanistic, and constructivist theories. Despite challenges such as teachers' administrative burdens, large class management, and assessment complexities, the literature suggests solutions through teacher collaboration (e.g., shared task banks), the use of technology, and the implementation of continuous formative assessment. It is concluded that differentiated instruction is not merely a variation of teaching methods but an effective, systematic strategy for creating inclusive and meaningful language learning experiences.

Keywords

Differentiated Curriculum; Language Learning; Learning Styles; Literature Review; Inclusivity

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References

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DOI: https://doi.org/10.20961/ddi.v14i3.126227

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