The impact of differentiated instruction on student engagement and achievement in Indonesian language learning
This study examined the impact of DI on student engagement in learning in Bahasa Indonesia across three middle schools in Indonesia. DI is a pedagogical approach that aims to tailor instruction. Hence, it is responsive to all students’ needs and learning preferences and has a huge potential for deve...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2516378 |
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| Summary: | This study examined the impact of DI on student engagement in learning in Bahasa Indonesia across three middle schools in Indonesia. DI is a pedagogical approach that aims to tailor instruction. Hence, it is responsive to all students’ needs and learning preferences and has a huge potential for developing inclusive learning environments. However, research dealing with DI within the context of Bahasa Indonesia classes is minimal. In this quasi-experimental mixed-methods design, 180 students—one experimental group using DI and one control group using traditional teaching—were covered. The following measures assessed academic performance, learning behavior and classroom attendance. This study also provided other data through data collection strategies, such as classroom observations and teacher interviews. The results reveal that DI significantly impacted academic performance and learning behaviors. Moreover, the experimental group produced a substantially higher result in the post-test (M = 82.45) than the control group (M = 64.12) and demonstrated more active and initiative behavior in class. However, no significant difference was found in class attendance, indicating that DI’s influence was limited to academic and behavioral engagement rather than overall effectiveness in improving attendance. These findings validate the potential of DI in promoting student engagement, particularly within heterogeneous classroom settings. In learning Bahasa Indonesia, DI can be demonstrated as adequate for accommodating diverse student needs toward both cognitive and motivational engagement. It is pointed out from these results that training teachers in effective DI implementation is essential. |
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| ISSN: | 2331-186X |