The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review

Authors

  • Anggi Umayrah Elementary Education Department, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Indonesia
  • Prana Dwija Iswara Elementary Education Department, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Indonesia
  • Syifa Salsabila Elementary Education Department, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Indonesia
  • Siti Silmi Azzahra Elementary Education Department, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Indonesia
  • Mariana Jeujanan Elementary Education Department, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.33394/jk.v10i2.11474

Keywords:

Differentiated Learning, Constructivism, Education.

Abstract

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.

References

Ahmad, C. N. C., Ching, W. C., Yahaya, A., & Abdullah, M. F. N. L. (2015). Relationship between Constructivist Learning Environments and Educational Facility in Science Classrooms. Procedia - Social and Behavioral Sciences, 191, 1952–1957. https://doi.org/10.1016/j.sbspro.2015.04.672

Al-Shehri, M. S. (2020). Effect of differentiated instruction on the achievement and development of critical thinking skills among sixth-grade science students. International Journal of Learning, Teaching and Educational Research, 19(10), 77–99. https://doi.org/10.26803/IJLTER.19.10.5

Altintaş, E., & Özdemir, A. (2015). The Effect of Developed Differentiation Approach On The Achievements of The Students. Egitim Arastirmalari - Eurasian Journal of Educational Research, 15(61), 199–216. https://doi.org/10.14689/ejer.2015.61.11

Altintas, E., & Ozdemir, A. S. (2014). The evaluation of the developed differentiation approach: Students’ achievements and opinions. Anthropologist, 18(2), 433–446. https://doi.org/10.1080/09720073.2014.11891562

Arens, A. K., & Hasselhorn, M. (2015). Differentiation of competence and affect self-perceptions in elementary school students. Extending empirical evidence. European Journal of Psychology of Education, 405–419.

Arik, S., & Yilmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic Journal of Environmental Education, 10(1), 44–84.

Brevik, L. M., A.E, G., & Renzulli, J. (2018). Student’s Teachers’ Practice and Experience with Differentiated Instruction for Student with Higher Learning Potential. Teaching and Teacher Education.

du Plessis, E. (2020). Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching. South African Journal of Education, 40(1). https://doi.org/10.15700/saje.v40n1a1631

Fatih Ayaz, M., & Şekerci, H. (2015). The Effects of The Constructivist Learning Approach on Student’s Academic Achievement: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 14(4), 143–156.

Goddard, Y. L., Goddard, R. D., Bailes, L. P., & Nichols, R. (2019). From School Leadership To Differentiated Instruction. The Elementary School Journal. www.journals.uchicago.edu

Keuning, T., & Van Geel, M. (2021). Differentiated Teaching with Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most. IEEE Transactions on Learning Technologies, 14(2), 201–210. https://doi.org/10.1109/TLT.2021.3072143

Koptseva, N. P. (2020). Constructivist pedagogy in context of modern philosophy of education. Perspektivy Nauki i Obrazovania, 48(6), 40–54. https://doi.org/10.32744/PSE.2020.6.4

Lindner, K., & Schwab, S. (2020). Differentiation and Individualisation in Inclusive Education: A Systematic Review and Narrative Synthesis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1813450

Malacapay, M. C. (2019). Differentiated instruction in relation to pupils’ learning style. International Journal of Instruction, 12(4), 625–638. https://doi.org/10.29333/iji.2019.12440a

Mohammed, Husam, S., & Kinyo, L. (2020). The role of constructivism in the enhancement of social studies education. Journal of Critical Reviews, 7(7), 249–256. https://doi.org/10.31838/jcr.07.07.41

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789

Nurfatimah, S. &. (2019). Implementasi Teori Belajar Konstruktivisme Dalam. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(September), 121–138.

O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. https://doi.org/10.1080/03075079.2020.1750585

Pavlović, J., & Maksić, S. (2019). Implicit Theories of Creativity in Higher Education: A Constructivist Study. Journal of Constructivist Psychology, 32(3), 254–273. https://doi.org/10.1080/10720537.2018.1477639

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and Differentiated Instruction: Exploring Differentiation Practices to Addres Student University. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481

Qarareh, A. O. (2016). The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students. International Education Studies, 9(7), 178. https://doi.org/10.5539/ies.v9n7p178

Sharp, K., Jarvis, J. M., & McMillan, J. M. (2018). Leardeship for Differentiated Instruction: Teacher’s Engagement With On-Site Professional Learning At an Australian Secondary School. International Journal of Inclusive Education.

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10(November). https://doi.org/10.3389/fpsyg.2019.02366

Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiated learning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60–82. https://doi.org/10.1007/s12528-021-09278-y

Tomljenović, Z., & Vorkapić, S. T. (2020). Constructivism in visual arts classes. Center for Educational Policy Studies Journal, 10(4), 13–32. https://doi.org/10.26529/cepsj.913

Tuerah, R. M. (2019). Constructivism Approach in Science Learning. 5(5). www.ijicc.net

Voon, X. P., Wong, P. H., Looi, C. K., & Chen, W. (2020). Constructivism-informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design. Journal of Research in Science Teaching.

Westbroek, H. B., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955–976. https://doi.org/10.1080/09500693.2020.1744044

Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043–1061. https://doi.org/10.1080/13540602.2019.1699782

Wolor, C. W., Nurkhin, A., & Citriadin, Y. (2021). Leadership style for millennial generation, five leadership theories, systematic literature review. Quality - Access to Success, 22(184), 105–110. https://doi.org/10.47750/QAS/22.184.13

Downloads

Additional Files

Published

2024-06-22

How to Cite

Umayrah, A., Iswara, P. D., Salsabila, S., Azzahra, S. S., & Jeujanan, M. (2024). The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 10(2), 691–703. https://doi.org/10.33394/jk.v10i2.11474

Issue

Vol. 10 No. 2 (2024): June

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
JK use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.