Implementation of Differentiated Learning in Terms of Teacher Beliefs and Science Literacy Dimensions

Abstract

Differentiated learning is an effort to adapt the learning process in the classroom to the individual learning needs of each student. This research aimed to observe and describe the chemistry learning process with differentiated learning implemented in Malang City, Banyuasin Regency, and Palembang City. The research design utilized qualitative research methods, with a case study approach. The participants in this study were seven Chemistry Teachers from six different high schools spread across Palembang City, South Sumatra Province; Banyuasin Regency, South Sumatra Province; and Malang City, East Java Province. Data sources for this research included videos, recordings, evidence of learning, differentiated lesson plans, results of interviews, and field observations. The findings revealed that the pedagogical confidence of high school chemistry teachers in implementing differentiated learning and scientific literacy showed positive outcomes, despite being in the preliminary stages and not meeting all scientific literacy criteria. Additionally, the research indicated that high school chemistry teachers' beliefs regarding scientific literacy learning concepts and strategies fell between teacher-centric and student-centric approaches, categorized as transitional pedagogical beliefs. Furthermore, educational background factors, teaching experience in chemistry, and limited resources were identified as influencing factors on teachers' pedagogical beliefs, sometimes resulting in deviations from the planned learning process.