THE IMPLEMENTATION OF DIFFERENTIATED LEARNING ON THE EMANCIPATED CURRICULUM: TEACHERS’ PERSPECTIVES

Authors

  • Azmi Sauki Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.
  • Ridha Ilma Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.
  • Deta Desvitasari Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.

DOI:

https://doi.org/10.15408/ijee.v12i2.48923

Keywords:

differentiated learning; emancipated curriculum; English teaching; teacher perspectives

Abstract

This study explores English teachers' perspectives on implementing differentiated learning within Indonesia's Emancipated Curriculum through qualitative interview-based research. Through semi-structured interviews with an English teacher, the study investigated how teachers perceive and implement differentiation strategies in their teaching practice. The findings revealed that teachers approach differentiation through four key aspects: content differentiation utilizing digital tools and culturally relevant materials to engage diverse learners; process differentiation implementing flexible grouping strategies and technology integration to accommodate various learning styles; product differentiation employing varied assessment approaches with tailored rubrics for different student outputs; and environment differentiation focusing on emotional readiness and inclusive practices. The interview data highlighted both positive experiences and significant challenges, including time management constraints, content adaptation difficulties, and assessment standardization issues. These insights contribute to understanding the practical implementation of differentiated learning within the Emancipated Curriculum framework, emphasizing the need for enhanced professional development, institutional support, and systematic approaches to overcome implementation challenges while maintaining educational quality and inclusivity.

Author Biographies

  • Azmi Sauki, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.

    Azmi Sauki is a graduate student in the English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, UIN Raden Fatah Palembang, Indonesia. His academic background and research interests are situated in the field of English language teaching, with a particular focus on differentiated instruction, curriculum implementation, and qualitative research in education. His scholarly interests include exploring teachers’ perspectives, classroom practices within the Emancipated Curriculum, and instructional strategies that support diverse learners, especially in secondary school contexts.

  • Ridha Ilma, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.

    Ridha Ilma is a lecturer in the English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, UIN Raden Fatah Palembang, Indonesia. Her academic and research interests are in the field of Teaching English as a Foreign Language (TEFL), with a particular focus on teaching approaches, strategies, and instructional methods.

  • Deta Desvitasari, Universitas Islam Negeri Raden Fatah, Palembang, Indonesia.

    Deta Desvitasari is a lecturer in the English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, UIN Raden Fatah Palembang, Indonesia. Her scholarly work focuses on Teaching English as a Foreign Language (TEFL), with particular emphasis on the influence of affective and psychological factors—including anxiety, motivation, self-confidence, and learner beliefs—on students’ spoken English performance. She is especially interested in examining classroom practices that support students’ emotional well-being, reduce speaking apprehension, and promote more meaningful and confident oral communication in EFL contexts.

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Published

2025-12-24

Issue

Vol. 12 No. 2 (2025): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 2 | 2025

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Articles

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Copyright (c) 2025 Azmi Sauki, Ridha Ilma, Deta Desvitasari

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How to Cite

THE IMPLEMENTATION OF DIFFERENTIATED LEARNING ON THE EMANCIPATED CURRICULUM: TEACHERS’ PERSPECTIVES. (2025). IJEE (Indonesian Journal of English Education), 12(2). https://doi.org/10.15408/ijee.v12i2.48923