Identification of Students’ Readiness and Learning Preferences: A Differentiated Learning Plan for High School Physics (Phase-E)

This study focused on planning differentiated instruction by identifying students' readiness and learning preferences in the scientific work context of measurement systems. Students' readiness refers to their current knowledge and skills in integrated science process skills, while learning preferences describe their favored ways of processing and engaging with information. The research involved 68 Phase-E students from a senior high school in Banjarmasin and employed a quantitative descriptive approach. Data were collected using the Test of Integrated Science Process Skills II (TIPS II) and the Honey-Mumford Learning Styles Questionnaire. The results indicated that most students exhibited low readiness levels for integrated science process skills, with a mean TIPS II score of 0.349 (SD = 0.0882). Analysis of learning preferences revealed a predominance of assimilator learning styles (38.2%), followed by accommodators (35.3%), convergers (20.6%), and divergers (5.9%). These findings underscore the importance of a differentiated instructional approach that responds to individual students’ needs. This study recommends differentiation strategies encompassing content, process, product, and learning environment adjustments based on students’ readiness and learning preferences. Additionally, this study highlights the necessity of further exploring students’ learning interests as a crucial component of planning differentiated instruction.