Differentiated Instruction (DI) Teaching Practice in Heterogeneous Class as the Impact of School Zoning System Policy

DOI

10.2991/assehr.k.201021.045How to use a DOI?

Keywords

differentiated instruction, heterogeneous classroom, excellent school, favorite school, School Zoning System Policy

Abstract

Most schools in Indonesia that have “excellent” or “favorite” labels generally only accept students with certain academic and financial abilities. This condition causes disparity, especially in public schools which supposed to provide equal education for students from various backgrounds. To overcome this problem, Indonesian government issued the School Zoning System (SZS) Policy with the goal to increase equality and quality of education. This policy makes prospective students with low academic ability from various backgrounds can enter the excellent/favorite public schools if they live close to school. However, the policy targets are not only students, but also teachers. Teachers who teach in excellent/favorite schools are considered less motivated because they tend to teach homogeneous classrooms. The SZS Policy changes the students’ ability input in excellent/favorite schools so their classrooms become more heterogeneous and teachers are required to adjust. A teaching method that can be conducted in heterogeneous classrooms is differentiated instruction, the concept of giving different instructions to each student based on their abilities. This paper shows how a mathematics teacher in excellent/favorite school handles the changes of students’ abilities in her classrooms by using differentiated instruction approach. This research is a qualitative descriptive case study. Data was collected by doing an in-depth interview with a teacher in an excellent/favorite public school. The results show that the teacher completely understands and is fully aware of heterogeneous condition in her classrooms and has conducted the differentiated instruction to deal with students’ different abilities. This practice proved successful by the increase of students’ grades.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lelita Primadani
PY  - 2020
DA  - 2020/10/22
TI  - Differentiated Instruction (DI) Teaching Practice in Heterogeneous Class as the Impact of School Zoning System Policy
BT  - Proceedings of the Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020)
PB  - Atlantis Press
SP  - 192
EP  - 195
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201021.045
DO  - 10.2991/assehr.k.201021.045
ID  - Primadani2020
ER  -