Assessing the differentiated learning practice within islamic primary schools: challenges in the absence of technology

Abstract

The concept of learning that accommodates students’ learning needs has become a pedagogical concern. In today’s classroom, Differentiated Instruction (DI) plays a pivotal role in addressing students’ needs. However, DI is a lot of work that needs technology support to implement structurally. This study elaborates on the practice of DI based on Ann Tomlinson’s concept and examines the challenges faced by Islamic primary schools in East Java, in implementing DI with a lack of technological support. Adopting a multi-site phenomenological approach, data were collected through data documentation, in-depth interviews and focus group discussions with teachers and principals in five Islamic primary schools in East Java province. Findings revealed that the challenges in implementing DI were inadequate professional trainings in technology-enhanced learnings, a lack of teachers’ skill in assessing and identifying students’ learning progress, and lack of technological learning resources. Consequently, the practice of DI within Islamic primary schools failed to address students’ learning need. This research suggests a practical recommendation for Islamic educational institutions to improve the quality of DI practice through technology-enhanced learning.