Novy Trisnani, Heri Retnawati, Wuri Wuryandani
Differentiated mathematics learning is a complex strategy to apply, especially for elementary school teachers in Indonesia. However, information on the implementation of learning has not been studied much. The primary objective of this research is to elucidate and capture the implementation of Differentiated Instruction (DI) in the teaching of mathematics at the primary school level in Indonesia. Employing a phenomenological design, and a qualitative research approach, the study involves a collective of 22 elementary school teachers. The selection of purposive samples, chosen for their maximum variation, encompasses teachers from diverse geographical regions across Indonesia. The findings of the study in the first thematic group in this study indicate that support and resources from schools in guiding differentiated mathematics teaching may be inadequate. Concerning student grouping, learning methods, and measurement and assessment, it was found that teachers had applied distinctions. In the second thematic group on the implementation of differentiated mathematics teaching, teachers showed commitment to implementing a responsive and differentiated instruction approach, adapting the learning process according to student needs to achieve effective learning objectives. Overall, one thing that needs to be underlined is the need for more attention to providing resources and support for teachers in preparing teaching tools for differentiated mathematics teaching. © 2025 Kasetsart University.
Doctoral Program, Educational and Psychology Department, Universitas Negeri Yogyakarta, DI Yogyakarta, 54363, Indonesia; Research and Evaluation Education Department, Universitas Negeri Yogyakarta, DI Yogyakarta, 55281, Indonesia; Educational and Psychology Department, Universitas Negeri Yogyakarta, DI Yogyakarta, 54363, Indonesia
