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Evaluation of Differentiated Learning for Social Studies in theIndependent Curriculum at Semarang Middle Schools

Journal of Educational Social Studies · Vol. 13 No. 2 (2024) · hlm. 110–119

DOI
10.15294/jess.v13i2.14148
ISSN
2502-4442, 2252-6390
Terbit
2024-12-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Differentiated learning is a fundamental aspect of the Independent Curriculum, officially adopted as Indonesia’s national curriculum in the 2024/2025 academic year. Although the curriculum promotes adaptive and inclusive learning tailored to individual student needs, its implementation in Social Studies (IPS) instruction in middle schools in Semarang City encounters significant challenges. This study evaluates the application of differentiated learning strategies, focusing on planning, implementation, and evaluation stages while identifying obstacles faced by teachers. A mixed-methods approach with an embedded concurrent design was employed, combining quantitative data from ANOVA and Pearson correlation tests with qualitative insights from interviews, classroom observations, and document analysis. Data were collected from four representative schools, with Sekolah Mandiri Berbagi emerging as a model for effective implementation through innovative and adaptive instructional strategies. The findings indicate that schools with comprehensive planning and responsive implementation achieve better learning outcomes. However, challenges such as insufficient teacher training, limited resources, and time constraints hinder the overall effectiveness of differentiated learning. These results underscore the need for strengthening teacher competencies, improving educational infrastructure, and adopting more adaptive teaching approaches. This study offers actionable insights to enhance differentiated instruction under the Independent Curriculum, contributing to educational reform in Indonesia.

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  • State University of Semarang
  • Institut Teknologi Sepuluh Nopember
  • Jenderal Soedirman University
  • University of Brawijaya
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Eva BanowatiAfiliasi tidak diketahui6
Siti MursidahAfiliasi tidak diketahui5
Apik Budi SantosoAfiliasi tidak diketahui5
Suyahmo SuyahmoAfiliasi tidak diketahui5
Mulyo WidodoAfiliasi tidak diketahui4
Fathur RokhmanState University of Semarang3
Dewi Liesnoor SetyowatiState University of Semarang3
Ananto AjiAfiliasi tidak diketahui3
Tjaturahono Budi SanjotoAfiliasi tidak diketahui3
Fahrur RoziInstitut Teknologi Sepuluh Nopember2
Niken SubektiState University of Semarang2
Heru SetyantoAfiliasi tidak diketahui2
Sonika MaulanaAfiliasi tidak diketahui2
Rifa’atunnisa Rifa’atunnisaAfiliasi tidak diketahui2
Aprillia FindayaniAfiliasi tidak diketahui2
Moch. ArifienAfiliasi tidak diketahui2
Asep Pujasari NugrahaAfiliasi tidak diketahui2
Tjahjono HeriAfiliasi tidak diketahui2
Sucihatiningsih Dian Wisika PrajantiState University of Semarang2
Rusdarti RusdartiAfiliasi tidak diketahui2
Suwito Eko PramonoAfiliasi tidak diketahui2
Sucihatiningsih DWPAfiliasi tidak diketahui2
Luqman AzharyAfiliasi tidak diketahui2
Sunarto .Afiliasi tidak diketahui2
Puji LestariJenderal Soedirman University2
Erni SuhariniAfiliasi tidak diketahui2
Gunawan TjokroAfiliasi tidak diketahui1
Iwan Hardi SAfiliasi tidak diketahui1
Sarto SartoAfiliasi tidak diketahui1
Lia NuraeniAfiliasi tidak diketahui1
Edi KurniawanAfiliasi tidak diketahui1
Hariyanto HariyantoAfiliasi tidak diketahui1
Afkar Jihad Al-afghani AfkarAfiliasi tidak diketahui1
Andi Irwan BenardiAfiliasi tidak diketahui1
Mutmainnah Farida RidwanAfiliasi tidak diketahui1
Saptono PutroUniversity of Brawijaya1
Novia Retno NingsihAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jess/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Evaluation of Differentiated Learning for Social Studies in theIndependent Curriculum at Semarang Middle Schools</dc:title>
	<dc:creator xml:lang="en">Sritanti, Alvina Ajeng </dc:creator>
	<dc:creator xml:lang="en">Juhadi, Juhadi</dc:creator>
	<dc:creator xml:lang="en">Handoyo, Eko </dc:creator>
	<dc:subject xml:lang="en">Differentiated Learning</dc:subject>
	<dc:subject xml:lang="en">Education Evaluation</dc:subject>
	<dc:subject xml:lang="en">Independent Curriculum</dc:subject>
	<dc:subject xml:lang="en">Junior High Schools in Semarang City</dc:subject>
	<dc:subject xml:lang="en">Social Studies</dc:subject>
	<dc:description xml:lang="en">Differentiated learning is a fundamental aspect of the Independent Curriculum, officially adopted as Indonesia’s national curriculum in the 2024/2025 academic year. Although the curriculum promotes adaptive and inclusive learning tailored to individual student needs, its implementation in Social Studies (IPS) instruction in middle schools in Semarang City encounters significant challenges. This study evaluates the application of differentiated learning strategies, focusing on planning, implementation, and evaluation stages while identifying obstacles faced by teachers. A mixed-methods approach with an embedded concurrent design was employed, combining quantitative data from ANOVA and Pearson correlation tests with qualitative insights from interviews, classroom observations, and document analysis. Data were collected from four representative schools, with Sekolah Mandiri Berbagi emerging as a model for effective implementation through innovative and adaptive instructional strategies. The findings indicate that schools with comprehensive planning and responsive implementation achieve better learning outcomes. However, challenges such as insufficient teacher training, limited resources, and time constraints hinder the overall effectiveness of differentiated learning. These results underscore the need for strengthening teacher competencies, improving educational infrastructure, and adopting more adaptive teaching approaches. This study offers actionable insights to enhance differentiated instruction under the Independent Curriculum, contributing to educational reform in Indonesia.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jess/article/view/14148</dc:identifier>
	<dc:identifier>10.15294/jess.v13i2.14148</dc:identifier>
	<dc:source xml:lang="en">Journal of Educational Social Studies; Vol. 13 No. 2 (2024); 110-119</dc:source>
	<dc:source>2502-4442</dc:source>
	<dc:source>2252-6390</dc:source>
	<dc:source>10.15294/jess.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jess/article/view/14148/2540</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 JESS (Journal of Educational Social Studies)</dc:rights>
</oai_dc:dc>