THE IMPLEMENTATION OF DIFFERENTIATED LEARNING ON THE EMANCIPATED CURRICULUM: TEACHERS’ PERSPECTIVES

This study explores English teachers' perspectives on implementing differentiated learning within Indonesia's Emancipated Curriculum through qualitative interview-based research. Through semi-structured interviews with an English teacher, the study investigated how teachers perceive and implement differentiation strategies in their teaching practice. The findings revealed that teachers approach differentiation through four key aspects: content differentiation utilizing digital tools and culturally relevant materials to engage diverse learners; process differentiation implementing flexible grouping strategies and technology integration to accommodate various learning styles; product differentiation employing varied assessment approaches with tailored rubrics for different student outputs; and environment differentiation focusing on emotional readiness and inclusive practices. The interview data highlighted both positive experiences and significant challenges, including time management constraints, content adaptation difficulties, and assessment standardization issues. These insights contribute to understanding the practical implementation of differentiated learning within the Emancipated Curriculum framework, emphasizing the need for enhanced professional development, institutional support, and systematic approaches to overcome implementation challenges while maintaining educational quality and inclusivity.