Differentiated Instruction in Diverse Classrooms: Teacher Perceptions and Practical Implementation Challenges

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DOI https://doi.org/10.55923/cendekia.v4i1.1
Agung Lestari 1 , Bayu Tanjung 2 , Wahyu Siregar 3 , Ratna Kusuma 4 , Arif Kurniawan 5
1, 2, 4, 5Department of Computer Science, Universitas Brawijaya , 3Department of Informatics, Universitas Indonesia
1 agung.lestari@ub.ac.id , 2 bayu.tanjung@ub.ac.id , 3 wahyu.siregar@ui.ac.id , 4 ratna.kusuma@ub.ac.id , 5 arif.kurniawan@ub.ac.id

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Classrooms with wide academic readiness spectra require tiered instructional planning. Surveying 450 certified educators, this research maps the disparity between theoretical differentiation endorsement and real-world barriers like excessive class size and rigid standardized testing quotas.
Issue Vol. 4 No. 1 (2025)
Section Articles
Pages 210-223
Published 2025-06-30