MINI RESEARCH

Content Differentiated Learning Specific to Students' Intelligence

and Interests in High School

Lecture: Anggraini Theresia Saragih,M.Hum

Arranged By Group 3:
 Theo Ananda Saputra Waruwu (2222421018)
 Dwi Natalia Panjaitan (2223121008)
 Yunlis Y Banjarnahor (2223121074)
 Sayra Nabila (2221121024)

ENGLISH EDUCATION-D 22
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI MEDAN
2023
FOREWORD
TABLE OF CONTENT
 CHAPTER I
INTRODUCTION

1.1 Background of Study

Differentiated learning, also known as differentiated instruction, is an educational approach
that recognizes and addresses the diverse learning needs, interests, and abilities of students
within a single classroom or learning environment. It is a pedagogical strategy that
acknowledges the fact that learners vary in numerous ways, including their prior knowledge,
learning styles, preferred modes of expression, and pace of learning. At its core, differentiated
learning aims to create a flexible and inclusive learning environment where every student has
the opportunity to access and engage with the curriculum at a level that is appropriate for
their individual readiness and skill level. This approach requires educators to be attuned to the
unique strengths and challenges of each student, and to design and implement instructional
methods, resources, and assessments that cater to these individual differences.

Differentiated learning is not about providing separate lessons for each student, but rather
about employing a variety of instructional strategies and techniques that accommodate
diverse learning profiles within a shared learning community. This may involve adjusting the
content, process, or product of instruction to align with the varying needs and interests of
students. For instance, it could mean offering different reading materials at varying levels of
complexity, providing alternative ways for students to demonstrate understanding (such as
through projects or presentations), or using a mix of group work and independent study to
accommodate different learning preferences. Ultimately, the goal of differentiated learning is
to foster a supportive and inclusive educational environment that maximizes each student's
learning potential. It recognizes that one-size-fits-all approaches to teaching are often
ineffective in meeting the needs of all learners and strives to create an atmosphere where
every student feels valued, challenged, and empowered to succeed academically. Through the
implementation of differentiated learning strategies, educators aim to optimize learning
outcomes for a diverse range of students, ultimately contributing to a more inclusive and
equitable educational experience.

1.2 Problem
The problem formulation in this report is:
1. Has differentiated learning been implemented in high school?
2. How is differentiated learning implemented in high school?
3. Is the differentiated learning carried out in high school in accordance with the provisions of
the curriculum used?
1.3 Objective
The objectives of this report are:
1. To find out whether differentiated learning in the high school under study has been
implemented
2. To find out how differentiated learning in the high school studied is implemented
3. To assess and understand the use of differentiated learning
 CHAPTER II
LITERATURE REVIEW

2.1 Differentiated Learning and It's Uses

Differentiated learning is a pedagogical approach that recognizes and accommodates the
diversity of students in a classroom. It involves tailoring instruction to meet the unique needs,
interests, and abilities of individual learners. While the primary goal of education is to ensure
that every student reaches their full potential, the one-size-fits-all approach of traditional
teaching methods often falls short. Differentiated learning, as a response to this challenge,
offers a more flexible and inclusive way to engage and educate students. One of the
fundamental uses of differentiated learning is to address the varying levels of proficiency and
prior knowledge that students bring to the classroom. In a high school setting, students have
diverse backgrounds, learning styles, and abilities. Differentiated instruction allows teachers
to adapt their teaching methods to suit these differences, ensuring that each student can access
and engage with the curriculum effectively. This approach acknowledges that no two students
are the same, and as such, they should not be taught in the same way. It provides
opportunities for advanced learners to be challenged and explore topics in greater depth while
simultaneously offering support and accommodations for struggling students. For example, in
a high school English class, differentiated learning might involve providing advanced reading
materials and discussion topics for students who excel in literature, while offering additional
support, simplified texts, or alternative assignments to those who struggle with reading
comprehension. Another crucial use of differentiated learning is to enhance student
motivation and engagement. By tailoring instruction to align with students' interests and
abilities, educators can create a more stimulating and relevant learning experience. When
students feel that their unique needs and interests are considered, they are more likely to be
motivated to learn, participate actively in class, and take ownership of their education.
Furthermore, differentiated learning can promote a more inclusive classroom environment. It
can help break down barriers for students with diverse learning needs, such as those with
learning disabilities, English language learners, or students with special education
requirements. By providing customized support and accommodations, it fosters an
atmosphere of equity and respect where all students feel valued and included. Differentiated
instruction also serves as a means to improve overall student outcomes. When teaching is
adapted to meet individual needs, students are more likely to comprehend and retain
information. This can lead to improved academic achievement, higher test scores, and a
deeper understanding of the subject matter. The benefits extend beyond academic success, as
students gain essential problem-solving and critical thinking skills that are transferable to
various life situations.
Moreover, differentiated learning encourages a growth mindset. It teaches students that
intelligence and abilities can be developed through effort and dedication. By offering
challenges and support tailored to individual readiness levels, it helps students develop a
sense of self-efficacy and resilience, fostering a positive attitude toward learning and personal
growth. In the modern educational landscape, technology plays a significant role in
differentiated learning. Educational software and digital tools can be customized to provide
personalized learning experiences. This not only helps students engage with the curriculum at
their own pace but also allows educators to track progress and adjust instruction as needed. In
conclusion, differentiated learning is a versatile and vital approach in high schools and
beyond. Its uses extend far beyond merely adapting instruction; it encompasses a philosophy
that values the individuality and potential of each student. By embracing differentiated
learning, educators can create a more inclusive, engaging, and effective educational
experience that equips students with the skills and knowledge needed to thrive in an ever-
evolving world.

2.2 The Formation of Differentiated Learning

Differentiated learning has its roots in educational theories and practices that recognize the
diversity of learners within a classroom. It emerged as a response to the limitations of the
traditional one-size-fits-all approach to teaching. The concept of differentiated instruction can
be traced back to the work of educational theorists like John Dewey and Lev Vygotsky, who
emphasized the importance of considering individual differences in learning. Dewey's
progressive education philosophy advocated for experiential and student-centered learning,
while Vygotsky's sociocultural theory highlighted the role of social interactions in learning. In
the mid-20th century, Benjamin Bloom's taxonomy of educational objectives provided a
framework for categorizing cognitive skills, which later influenced the development of
differentiated instruction. Bloom's taxonomy recognized that learners progress through
different stages of cognitive development, and instruction should be tailored to meet learners
at their current level. The term "differentiated instruction" gained prominence in the 1970s
and 1980s, particularly through the work of educators like Carol Ann Tomlinson. Tomlinson
is widely regarded as a pioneer in the field of differentiated learning. She emphasized the
need to recognize and respond to the diverse strengths, interests, and learning styles of
students. Over time, differentiated learning has evolved to encompass a range of instructional
strategies and approaches. It involves assessing students' individual needs, interests, and
readiness levels, and then providing a variety of learning experiences to meet those needs.
This may include varying the content, process, and product of instruction to accommodate
different learning styles and paces. The advent of technology has further expanded the
possibilities for differentiated learning. Educational software, online resources, and digital
tools have enabled teachers to personalize instruction in ways that were once impractical.
These technologies provide opportunities for adaptive learning, allowing students to progress
through material at their own pace and receive immediate feedback. Today, differentiated
learning is a widely recognized and valued approach to teaching and learning. It is supported
by research in educational psychology and has been integrated into teacher training programs.
Educational institutions and districts have increasingly embraced the principles of
differentiated instruction as a means to create more inclusive and effective learning
environments. Overall, the formation of differentiated learning can be attributed to a
confluence of educational theories, research, and the practical recognition that one-size-fits-
all instruction is not conducive to meeting the diverse needs of learners. It represents a
paradigm shift towards a more student-centered and inclusive approach to education, with the
aim of maximizing each student's potential for learning and growth.
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Type of Research

This kind of study is included in the category of quantitative research. According to Sugiyono
(2009: 14), quantitative methods are positivist-based research techniques that are used to
study particular populations or samples that are typically drawn at random. The goal of
quantitative research is to better understand and explain various events or relationships
through the collection and analysis of numerical data. It is distinguished by the way it gathers
data that can be quantified by the use of organized and standardized data-gathering tools like
surveys, experiments, or observations.
3.2 Data Source
The subject from whom data can be gathered is known as the data source. Primary data is the
source of data used in this study. Umi Narimawati (2008: 98) defines primary data as
information derived from the original or first source. We need to look for this information
through sources, which are the individuals we interact with to learn more. Since the primary
data for this study came from distributing questionnaires, the persons who responded to the
researchers' questions are referred to as respondents or data sources.
3.3 Data Collection Technique
The tool utilized in this study's data collection procedure is a Google form questionnaire. A
questionnaire, according to Widyoko (2016: 33), is a technique for gathering data in which
participants are given a series of written statements or questions to answer in accordance with
recognizesof the user. According to Danang (2012), a questionnaire is a method of gathering
data that involves speaking with data providers. The questionnaire consists of two different
sorts of questions: open-ended questions, which provide respondents a range of possible
answers. It's important to accurately interpret the responses you get. Additionally, there are
closed questions, which restrict or eliminate the respondents' possibilities for responding.
 CHAPTER IV
RESULT AND DISCUSSION

1.

Based on our questionnaire data about ‘According to you personally, what type of
intelligence do you have?’, 7 students: Musical intelligence (33,3%), 3 students:
Interpersonal intelligence (14,3%), 5 students: Special intelligence (23,8%), 4
students: logical-mathematical intelligence (19%), 1 student's interpersonal
intelligence (4,8%), 1 student's linguistic intelligence (4,8%)

2. Based on our questionnaire data about ‘Write down what your interests/talents are
and how they relate to your intelligence? For example, musical intelligence, his
interest/talent is playing music.’ All of students answers the questions
1) can't
2) Math intelligence, his talent is good at multiplication.
3) His interest in singing
4) his interest in singing
5) English language intelligence, story-telling
6) Piano
7) Indonesian language intelligence, his talent can make short stories
8) Ability to communicate
9) His interest is playing musical, his talent is playing musical guitar
10) his interest
11) The child can play music
12) I have special intelligence, my interest in having special intelligence is to
improve my abilities such as playing badminton
13) football intelligence, his interest/talent is to play soccer.
14) Art intelligence, his talent is drawing or painting
15) Yes
16) Guitar
17) Pianika
18) Interest and talent in playing soccer/futsal
19) Yes
 20) Musical intelligence, most have an aptitude for learning.
21) In the field of language, conversation

3.

Based on our questionnaire data about ‘Do you feel that the current learning content is
appropriate to your intelligence level?’, 18 students choose YES (85,7%), and 3
students choose NO (14,3%).

4.

Based on our questionnaire about ‘Do you feel enthusiastic about the material taught
in this class?’, 15 students answered Very enthusiastic (71,4%) and 6 students
answered Not very enthusiastic (28,6%)

5.
 Based on our questionnaire data about ‘What types of topics interest you most in
learning?’ 11 students choose Art and creativity, 6 students choose Science, 3 students
choose Mathematics, 1 student choose History and culture

6.

Based on our questionnaire data about ‘Do you feel this learning content is relevant to
your daily life?’ 13 students choose Very relevant and 8 students choose Not very
relevant

7.

Based on our questionnaire data about ‘What is the best way for you to learn?’, 12 students
choose Listen to the explanation, 4 students choose Hands-on practice, 4 students choose
Discussion with friends, and 1 student choose Reading text.
8.
 Based on our questionnaire data about ‘Do you feel you need additional help in
understanding the material?’, 18 students choose YES and 3 students choose NO

9.

Based on our questionnaire data about ‘Do you feel that the challenges you face are
within your abilities?’ 15 students choose A suitable challenge, 4 students choose Too
difficult, and 2 students choose Too easy

10.

Based on our questionnaire data about ‘What do you think about the various learning
methods used in this class?’, 13 students choose I love these different methods, and 8
students choose Some methods are effective, some are not.

11.
 Based on our questionnaire data about ‘Do you feel that this learning content can help
you achieve your learning goals?’, 17 students choose Yes, very helpful and 4 students
choose Not very helpful

12

Based on our questionnaire data about ‘Is there a particular topic you would like to
learn more about but have not yet taught?’ 18 choose Yes, there are several topics, and
3 choose There's nothing I want to learn more about.

13.

Based on our questionnaire data about ‘Do you feel the need for additional support in
learning?’ 19 choose Yes, I need additional support, and 2 choose No, I can study
well.
14.

Based on our questionnaire data about ‘What do you think about the number of
assignments and homework given in this class?’, 13 choose Tasks and homework are
balanced, 6 choose Too many tasks, and 2 choose Too few tasks
15.

Based on our questionnaire data about ‘Are there certain types of material that you
find difficult to understand?’ 18 choose Yes, there is difficult material, and 3 choose
There is no difficult material.
16.

Based on our questionnaire data about ‘What do you think about the way teachers
provide feedback on your work?’, 13 choose Teachers need to provide better
feedback, and 8 choose Teachers provide helpful feedback.
17.

Based on our questionnaire data about ‘Do you feel the material taught in this class
helps you develop the skills and knowledge necessary for the future?’, 12 choose
Quite helpful 8 choose Yes, very helpful, and 1 choose Not very helpful

18.

Based on our questionnaire data about ‘How would you rate the difficulty of the
content taught in this class?’ 15 choose It's not that difficult, 4 choose According to
my abilities, and 2 choose Too difficult

19.

Based on our questionnaire data about ‘Do you feel motivated to study in this class?’,
14 choose Motivated enough, 6 choose Very motivated, and 1 choose Not very
motivated
20.

Based on our questionnaire data about What could be improved in the way the
material is taught and assessed in this class?’, 11 choose Presentation of material, 5
choose Evaluation, and 5 choose Teaching methods
 CHAPTER V
CLOSING

4.1 Conclusion
The research focused on exploring the implementation of differentiated learning in a high
school setting. The study utilized a quantitative research approach, collecting primary data
through a questionnaire distributed to students. The findings provide valuable insights into
students' perceptions and experiences with differentiated learning. Results indicate that a
majority of students (85.7%) feel that the current learning content is appropriate for their
intelligence level, emphasizing the importance of tailoring instruction to individual needs.
Additionally, a significant portion of students (71.4%) express enthusiasm about the material
taught in class, highlighting the potential motivational benefits of differentiated learning.
Students show diverse interests and talents, ranging from musical intelligence to language
proficiency and sports. This diversity reinforces the need for varied instructional approaches
to accommodate different learning styles and preferences. The majority of students (85.7%)
believe that the challenges presented in class are within their abilities, suggesting that
differentiated learning allows for a suitable level of challenge for most students. However, a
notable portion (14.3%) feels the content is not very relevant to their daily lives, indicating a
potential area for improvement in connecting classroom learning to real-world applications
Interestingly, a preference for different learning methods emerges, with 12 students favoring
listening to explanations, 4 preferring hands-on practice, 4 opting for discussion with friends,
and 1 choosing reading text. This underscores the importance of incorporating varied
instructional strategies to cater to diverse learning preferences. While a majority of students
express the need for additional support in learning (95%), only a small percentage (14.3%)
find the material too difficult, suggesting that differentiated learning is generally effective in
meeting students' academic abilities. Feedback on assignments and homework is an area for
improvement, as 13 students feel that teachers need to provide better feedback. This
highlights the importance of constructive feedback in enhancing the learning experience.
Overall, the research findings suggest that differentiated learning has been implemented in
the high school under study to a certain extent. Students generally perceive the content as
appropriate, express enthusiasm, and appreciate the variety of learning methods. However,
there are areas, such as relevance to daily life and feedback on assignments, where further
enhancements can contribute to a more effective and inclusive differentiated learning
environment.
4.2 Suggestion
- The questionnaire indicates that a majority of students feel that the current learning
content is appropriate to their intelligence level, and they are enthusiastic about the material
taught. This suggests that differentiated learning may be effectively implemented in the high
school under study.
- The positive responses regarding relevance to daily life and interest in learning topics
further support the idea that differentiated learning is making an impact.
 - The data on students' interests and talents, as well as their preferred learning methods,
provide valuable insights. Teachers can use this information to tailor their instruction to align
with students' strengths and preferences.
- Recognizing that a significant number of students prefer listening to explanations suggests
that incorporating verbal instruction methods may be beneficial. Additionally, the preference
for hands-on practice and discussions highlights the importance of varied instructional
strategies.
- The acknowledgment that some students feel the material is too difficult indicates a need
for ongoing assessment and adjustment of the difficulty level to ensure a balance that
challenges students appropriately.
- The majority of students expressing a need for additional support suggests that educators
should be proactive in identifying and addressing individual learning needs.
- Students' opinions on feedback indicate room for improvement. Teachers may consider
refining their feedback methods to provide more effective guidance and support for student
learning.
- The feedback on assignments and homework suggests that maintaining a balanced
workload is essential. Educators should continue to monitor and adjust the amount of
assigned tasks to meet students' needs.
- The positive responses regarding motivation and the perceived helpfulness of the material
for future skills development are encouraging. However, continuous efforts should be made
to sustain and enhance students' motivation throughout the learning process.
- The data on areas for improvement, such as the presentation of material, evaluation
methods, and teaching approaches, provide valuable feedback for educators. Collaboration
and professional development opportunities can be explored to address these areas and
enhance the overall learning experience.
- To address the third objective of assessing whether differentiated learning aligns with the
curriculum, it is important for educators to regularly review and adjust instructional methods
to ensure alignment with curriculum goals and standards.
REFERENCES