Evaluating policy support for differentiated learning supervision in Indonesian language teaching: Insights from SMP Penggerak in Pohuwato, Indonesia

This study evaluates the differentiated learning supervision program in Indonesian language teaching at SMP Penggerak in Pohuwato, focusing on the policy support and its effectiveness in guiding teachers. The primary objective is to assess how well the existing policy framework facilitates the implementation of differentiated learning and to identify the challenges and opportunities in its execution. Using a qualitative descriptive research approach and the CIPP (Context, Input, Process, Product) evaluation model, data was collected through interviews with educational stakeholders, classroom observations, and document analysis. The research examined the policy context, available resources, teacher preparedness, and the supervision process in schools. The findings reveal that while the policy framework for differentiated learning is well-established, its implementation has been inconsistent across schools. Supervisors often focus on administrative tasks, and teachers lack adequate training and resources for differentiated instruction. The study found that the policies provide a solid foundation, but the lack of comprehensive professional development and the sporadic nature of supervision have limited the effectiveness of the program. In conclusion, to improve the program's impact, it is crucial to focus on strengthening pedagogical support within supervision and enhancing teacher training. The study underscores the importance of policy enforcement and offers insights into how differentiated learning can be better supported through improved supervision and professional development.