THE CHALLENGE OF DIFFERENTIATED LEARNING IN INDONESIAN LANGUAGE EDUCATION IN HIGH SCHOOLS

Abstract

Differentiated learning is an approach in the Merdeka Curriculum that aims to tailor the learning process to students' readiness, interests, and learning profiles. Teachers, as educators, play the role of facilitators who design learning experiences according to students' characteristics. However, in practice, they often face obstacles. This study aims to describe the challenges faced by teachers in implementing differentiated learning in Indonesian language lessons at the senior high school level. This study uses a qualitative phenomenological approach, involving three Indonesian language teachers of grade X at SMA Negeri 7 Tanjungpinang as the primary data sources. Data collection techniques include interviews, observations, and documentation. Data analysis in this study used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. Data validity was obtained through technical triangulation and theoretical triangulation. The results of the study indicate that teachers face several challenges in implementing differentiated instruction, including time constraints, students' learning conditions and focus, and limitations in learning facilities and infrastructure. Despite these challenges, the teachers have demonstrated initiative and adaptability through various instructional strategies, the use of technological tools such as LMS and WhatsApp, and the creation of a pleasant and adaptive learning environment. This study can enrich the study of differentiated learning, particularly in Indonesian language learning in senior high schools, and can serve as a reference for teachers and schools in developing adaptive learning strategies in line with the principles of the Merdeka Curriculum.