Is there any gap between the teacher understanding and teacher implementation on differentiated instruction? Muhamad Nanang Suprayogi (a), Putri Nadia Amini (a), Riqa Alvarsa Gandasoebrata (a), Roos Eliza Putri (b)
a) Psychology Department, Binus University
Jalan Kemanggisan Ilir III No.45, Palmerah Jakarta Barat 11480, Indonesia
b) Indonesia Stock Exchange
Jl. Jend. Sudirman No.Kav. 52 - 53, Jakarta Selatan 12190, Indonesia
Abstract
As to accommodate the student diversity, many authors suggest to apply the differentiated instruction in teaching and learning activity. The purpose of this study is to measure the level of teacher understanding and teacher implementation on differentiated instruction. This study also aimed to examine whether there are significant differences between teacher understanding and teacher implementation on differentiated instruction. The research variables used in this study were measured using Differentiated Instruction Scale developed by Tomlinson. The reliability of the scale is very good, .925 and .943 Cronbach^s Alpha. This study involved a number of 323 respondents who were high school teachers with various backgrounds throughout Indonesia. The result of the study showed that the level of teacher understanding on differentiated instruction is 90.09 and the level of teacher implementation on differentiated instruction is 86.89. Using the T-test analysis, the study also revealed that there is a significant difference between teacher understanding and teacher implementation on differentiated instruction. This study recommended to provide sufficient help and support for teacher in implementing the differentiated instruction as they already have higher level in understanding the differentiated instruction.
Keywords: differentiated instruction- implementation- teacher- high school
