ENGLISH STUDENT-TEACHER AWARENESS OF DIFFERENTIATED INSTRUCTION (DI) IMPLEMENTATION IN CLASSROOM

ABSTRACTThis study aimed to examine the understanding of English Education Department student-teachers on use differentiated instruction (DI) in classroom. There were 80 student-teachers, 20 (25%) male and 60 (75%) female. The data collected primarily through a 31-item questionnaire with four scales ranging from "not important" "very important." responses analyzed determine amount DI awareness importance. underwent descriptive analysis (statistical analysis) by comparing mean score (M) standard deviation (SD) each item for level calculating percentages results indicated that implementation ranges "high" lowest 2.06 (2.06>2.01-3.00) high" highest 3.71 (3.71>3.01-4.00). Consequently, importance concurred or supported result participants regarded be important, "somewhat (49.40%) (88.39%). These findings suggest good implications pedagogical element student-teacher knowledge ABSTRAKPenelitian ini bertujuan untuk menginvestigasi kesadaran mahasiswa PLP Pendidikan Bahasa Inggris tentang penerapan pembelajaran berdifferensiasi di kelas. Ada PLP, laki-laki dan perempuan. Data dikumpulkan melalui kuesioner dengan empat skala mulai dari implotant" hingga "strongly yang berjumlah 31 item. dianalisis secara deskriptif analisis (analisis statistik) membandingkan nilai rata-rata standar deviasi masing-masing tingkat menghitung persentase kepentingan. Hasil penelitian menunjukkan bahwa terhadap berkisar antara "tinggi" skor terendah 2,06 (2,06>2,01-3,00) "sangat tinggi" tertinggi 3,71 (3,71>3,01-4,00). tersebut sejalan hasil kepentingan peserta menganggap penting, "agak penting" (49,40%) (88,39%). Temuan implikasi baik elemen pedagogis pengetahuan implementasi How Cite: Rahmani, Eka F., Riyanti, D. (2022). Student-Teacher Awareness Differentiated Instruction Implementation Classroom. IJEE (Indonesian Journal Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28505