Implementation of Differentiated Learning in the School Curriculum
Keywords:
differentiated learning, differentiated instruction, Merdeka Curriculum, student diversityAbstract
Differentiated learning has become an important instructional approach in the implementation of the Merdeka Curriculum because it enables teachers to respond to the diversity of students' readiness, interests, abilities, and learning profiles. This study aimed to describe and analyze the implementation of differentiated learning in the school curriculum, particularly in the context of the Merdeka Curriculum in Indonesia. The study employed a descriptive qualitative approach through a literature study of relevant empirical and review articles published between 2017 and 2026. The data were analyzed thematically by identifying patterns concerning learning needs, the differentiation of content, process, and product, assessment, teacher competence, school support, and implementation constraints. The findings indicate that differentiated learning is implemented through diagnostic assessment, flexible grouping, the variation of learning resources and activities, the adaptation of learning tasks, and the provision of alternative forms of learning product. The implementation also shows that differentiated learning is not merely a matter of varying assignments but requires systematic planning based on students' learning needs. Its implementation, however, is constrained by teachers' limited understanding, difficulties in identifying students' differences, class size, limited facilities, time constraints, and the need for continuous professional development. The study concludes that differentiated learning has strong relevance to the principles of a flexible and student-centred curriculum. Its sustainability requires teacher capacity development, collaborative planning, formative assessment, school leadership support, adequate learning resources, and continuous reflection.
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