IMPLEMENTING DIFFERENTIATED INSTRUCTION TO ENHANCE INCLUSIVE LEARNING: A STUDY OF STRATEGIES AND CHALLENGES IN THE INDONESIAN EDUCATION SYSTEM

Abstract Differentiated instruction is an essential pedagogical approach for addressing the diverse needs of students in increasingly heterogeneous classrooms. This study aims to investigate the implementation of differentiated instruction in Indonesian schools, exploring teacher perceptions, practices, and challenges. The research employs a mixed-methods approach, combining quantitative data from 150 teachers through structured questionnaires with qualitative insights from 20 semi-structured interviews. Results reveal that while teachers acknowledge the benefits of differentiation, practical application is limited by inadequate training, resource constraints, and systemic challenges such as standardized curricula and assessments. Effective strategies identified include collaborative learning, the use of formative assessments, and leveraging technology to support personalized learning. However, these strategies are unevenly adopted, with resource disparities further exacerbating implementation challenges. The findings underscore the need for comprehensive teacher training programs, equitable resource allocation, and policy reforms to support flexible and inclusive instructional practices. This study contributes to the body of knowledge by offering localized insights into differentiated instruction in Indonesia, highlighting both challenges and opportunities. The results provide actionable recommendations for educators and policymakers while suggesting further research into the long-term impacts of differentiation and the integration of technology in resource-limited settings.