Implementation of Differentiated Learning Models in Improving the Quality of Teaching Practices of Elementary School Teachers

Abstract

This study aims to describe the implementation of differentiated learning models in teaching practices in elementary schools and analyze their contribution to improving the quality of learning. This study is based on the observation that teachers' teaching practices in the field are often still homogeneous and less responsive to the diverse abilities, interests, and learning styles of students. On the other hand, the Merdeka Curriculum emphasizes adaptive and student-centered learning. Using a qualitative approach and case study design, this study involved elementary school teachers as participants. Data were collected through participatory observation, in-depth interviews, and documentation of teaching materials. Analysis was conducted using Miles and Huberman's interactive model, which consists of data reduction, data presentation, and conclusion drawing. Findings indicate that the implementation of differentiated learning improves the quality of teaching practices, particularly in lesson planning, classroom management, and evaluation that are more responsive to student needs. At the same time, this study identified several challenges faced by teachers, including limited conceptual understanding, technical skills, and institutional support. These findings highlight the role of differentiated learning as a transformative strategy that not only improves teacher professionalism but also strengthens the implementation of the Merdeka Curriculum in elementary schools