Differentiated instruction science learning for intellectually disabilities pupils at an inclusive primary school: A case study

Norma Yunani; Ali Mustadi; Mumpuniarti Mumpuniarti; Ishartiwi Ishartiwi; Riyan Hidayat

doi:10.36681/

Authors

Norma Yunani Universitas Muhammadiyah Pringsewu Lampung, Universitas Negeri Yogyakarta
Ali Mustadi Universitas Negeri Yogyakarta
Mumpuniarti Mumpuniarti Universitas Negeri Yogyakarta
Ishartiwi Ishartiwi Universitas Negeri Yogyakarta
Riyan Hidayat Universiti Putra Malaysia

DOI:

https://doi.org/10.36681/

Keywords:

Differentiated instruction, intellectual disabilities, science process skills

Abstract

Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This research was of the qualitative study type with case study design in 5 inclusive primary schools in Indonesia. The subjects of the study were five teachers who had experience teaching in inclusive primary schools. The sampling method used was purposive sampling, while the data collection the technique used is an in-depth interview. For data analysis techniques, content analysis and descriptive qualitative analysis were used. The results showed that teachers still face challenges in implementing DI for ID pupils in science subjects in inclusive primary schools, despite efforts to understand and implement DI, teacher readiness is still limited, especially in terms of: 1) planning the implementation of learning according to the needs of ID pupils; 2) plan teaching materials that are in accordance with the abilities of ID pupils; 3) lack of DI-related teacher training and coaching in inclusive primary schools. The implication of this study is the need to increase teacher readiness in implementing DI effectively for pupils with special needs, especially in science in inclusive primary schools.

Downloads

Download data is not yet available.

References

Alevriadou, A., & Pavlidou, K. (2015). Teachers’ interpersonal style and its relationship to emotions, causal attributions, and type of challenging behaviors displayed by students with intellectual disabilities. Journal of Intellectual Disabilities, 20(3), 213–227. https://doi.org/https://doi.org/10.1177/1744629515599108

Algozzine, B., & Anderson, K. M. (2010). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49–54. https://doi.org/10.3200/PSFL.51.3.49-54

Alkharraz, R. A. A.-R. (2022). Inclusion from the perspective of inclusive education and special education. Rimak International Journal of Humanities and Social Sciences, 04(04), 67–87. https://doi.org/10.47832/2717-8293.18.4

Applefield, J. M., Huber, R., & Moallem, M. (2001). Constructivism in theory and practice: toward a better understanding on jstor. The High School Journal, 84(2), 35–53. https://doi.org/10.2307/40364404

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Barbra, M., & Joyline, N. (2014). The inclusion of children with mental disabilities: A teacher’s Perspective. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(2), 65-75.

Bhakti, Y. B., Agustina, I., & Astuti, D. (2018). The Influence Process of Science Skill and Motivation Learning with Creativity Learn. Journal of Education and Learning (EduLearn), 12(1), 30–35. https://doi.org/10.11591/edulearn.v12i1.6912ˆ30

Carlberg, C., & Kavale, K. (2016). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. The Journal of Special Education, 14(3), 295–309. https://doi.org/10.1177/002246698001400304

Castiblanco, V., Pelaez, L., Santana, M., & Lengua, D. T. (2023). How do teachers differentiate instruction through materials in a Colombian rural zone? Lengua y Sociedad., 22(2), 283–302. https://doi.org/https://doi.org/10.15381/lengsoc.v22i2.25216

Chakravartty, A. (2023). Scientific knowledge vs. Knowledge of science: Public understanding and science in society. Science and Education, 32(6), 1795–1812. https://doi.org/10.1007/s11191-022-00376-6

Chiappetta, E. L., & Koballa, T. R., Jr. (2010). Science instruction in the middle and secondary schools: developing fundamental knowledge and skills for teaching (6th ed.). Pearson Inc. https://doi.org/9780131916562

Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities. Research Papers in Education, 37(3), 395–417. https://doi.org/10.1080/02671522.2020.1849372

Comarú, M. W., Lopes, R. M., Braga, L. A. M., Batista Mota, F., & Galvão, C. (2021). A bibliometric and descriptive analysis of inclusive education in science education. In Studies in Science Education (Vol. 57, Issue 2, pp. 241–263). Routledge. https://doi.org/10.1080/03057267.2021.1897930

Corby, D., King, E., Petrie, M., Reddy, S., Callan, A., & Andersen, T. (2022). Making a case for the Inclusion of people with intellectual disabilities in higher education. Disabilities, 2(3), 415–427. https://doi.org/10.3390/disabilities2030029

Çoruhlu, T. Ş., Çalık, M., Nas, S. E., & Bilgin, B. (2023a). Improving science process skills of students with mild intellectual disabilities. Journal of Baltic Science Education, 22(2), 323–336. https://doi.org/10.33225/jbse/23.22.323

Çoruhlu, T. Ş., Çalık, M., Nas, S. E., & Bilgin, B. (2023b). Improving science process skills of students with mild intellectual disabilities. Journal of Baltic Science Education, 22(2), 323–336. https://doi.org/10.33225/jbse/23.22.323

Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C. A., & Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. In Campbell Systematic Reviews (Vol. 18, Issue 4). John Wiley and Sons Inc. https://doi.org/10.1002/cl2.1291

Daniel, D., Nastiti, A., Surbakti, H. Y., & Dwipayanti, N. M. U. (2023). Access to inclusive sanitation and participation in sanitation programs for people with disabilities in Indonesia. Scientific Reports, 13(1), 1-12. https://doi.org/10.1038/s41598-023-30586-z

Darmaji, Kurniawan, D. A., Astalini, Perdana, R., Kuswanto, & Ikhlas, M. (2020). Do a science process skills affect on critical thinking in science? Differences in urban and rural. International Journal of Evaluation and Research in Education, 9(4), 874–880. https://doi.org/10.11591/ijere.v9i4.20687

Demir, S. (2021). The effects of differentiated science teaching according to the grid model. Pegem Journal of Education and Instruction, 11(4), 147–159. https://doi.org/10.47750/pegegog.11.04.14

Dewi, C. A., & Rahayu, S. (2023). Implementation of case-based learning in science education: A systematic review. Journal of Turkish Science Education, 20(4), 729–749. https://doi.org/10.36681/tused.2023.041

Dunn, R., & Dunn, K. (2018). Differentiated instructional strategies: One size doesn’t fit all. Corwin. https://doi.org/10.4135/9781483330243

Faisal, & Martin, S. N. (2019a). Science education in Indonesia: Past, present, and future. Asia-Pacific Science Education, 5(1), 1–29. https://doi.org/10.1186/s41029-019-0032-0

Faisal, & Martin, S. N. (2019b). Science education in Indonesia: Past, present, and future. Asia-Pacific Science Education, 5(1), 1–29. https://doi.org/10.1186/s41029-019-0032-0

Fidler, D. J., Schworer, E., Swanson, M., & Hepburn, S. (2022). Intellectual disability. The Cambridge Handbook of Intelligence, 241–257. https://doi.org/10.1017/9781108770422.012

Hanreddy, A., & Östlund, D. (2020). Alternate curricula as a barrier to inclusive education for students with intellectual disabilities. International Electronic Journal of Elementary Education, 12(3), 235–247. https://doi.org/10.26822/iejee.2020358217

Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. Al, Fitria, Y., & Patmasari, L. (2022). Conceptual model of differentiated-instruction (DI) based on teachers’ experiences in Indonesia. Education Sciences, 12(10), 1-17. https://doi.org/10.3390/educsci12100650

Hidayat, R., Wan Idris, W. I., Qudratuddarsi, H., & Abdul Rahman, M. N. (2021). Validation of the mathematical modeling attitude scale for Malaysian mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), 1-16. https://doi.org/10.29333/ejmste/11375

Hidayat, R., & Wardat, Y. (2023). A systematic review of Augmented Reality in Science, Technology, Engineering and Mathematics education. Education and Information Technologies, 29(8), 9257–9282. https://doi.org/10.1007/s10639-023-12157-x

Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256. https://doi.org/10.1111/1467-8578.12101

Idris, N., Talib, O., & Razali, F. (2022). Strategies in mastering science process skills in science experiments: A systematic literature review. Jurnal Pendidikan IPA Indonesia, 11(1), 155–170. https://doi.org/10.15294/jpii.v11i1.32969

Ingram, C. P. (1941). Difficulties in the classification of children who are intellectually backward. Journal of Educational Psychology, 32(6), 365–379.

Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018). Undergraduate students’ science process skills in terms of some variables: A perspective from Indonesia. Journal of Baltic Science Education, 17(5), 751–764. https://doi.org/10.33225/JBSE/18.17.751

Jägerbrink, V., Glaser, J., & Östenberg, A. H. (2022). Extracurricular pulse activities in school: students’ attitudes and experiences. International Journal of Environmental Research and Public Health, 19(22), 1-11. https://doi.org/https://doi.org/10.3390/ijerph192215051

Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68–84. https://doi.org/10.14742/AJET.4926

Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students’ performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468–489. https://doi.org/10.36681/tused.2023.027

Kamila, H. R., Cahyaningrum, S. E., & Sanjaya, I. G. M. (2023). Effectiveness of differentiated learning materials oriented toward nature of science to improve scientific literacy skills. Jurnal Penelitian Pendidikan IPA, 9(4), 1968–1973. https://doi.org/10.29303/JPPIPA.V9I4.2995

Kaymakcı, G., & Can, Ş. (2021). Investigation of the effects of some variables on middle school students’ problem-solving skills, science process skills and learning styles. Educational Policy Analysis and Strategic Research, 16(1), 394–426. https://doi.org/10.29329/epasr.2020.334.21

Kim, D. (2023). Analysis of peer relationships in Korean middle school inquiry and noninquiry science experiment classes. Journal of Turkish Science Education, 20(1), 10–25. https://doi.org/10.36681/tused.2023.002

Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432–478. https://doi.org/10.3102/0034654321998072

Larison, K. D. (2022). On beyond constructivism: Using intersubjective approaches to promote learning in the science classroom. Science and Education, 31(1), 213–239. https://doi.org/10.1007/S11191-021-00237-8

Lawal, Suleiman, & Mfr, I. (2022). Implementation of inclusive education in nigerian schools: challenges and way forward. International Journal of Formal Education, 01(03), 32–41. https://doi.org/doi.org/10.17605/osf.io/92tck

Lawrence-Brown, D. (2020). Differentiated instruction and inclusive schooling. Oxford Research Encyclopedia of Education, 1(1223), 1–10. https://doi.org/10.1093/ACREFORE/9780190264093.013.1223

Lennox, N. G., Diggens, J. N., & Ugoni, A. M. (1997). The general practice care of people with intellectual disability: barriers and solutions. Journal of Intellectual Disability Research: JIDR, 41 (Pt 5) (5), 380–390. https://doi.org/10.1111/J.1365-2788.1997.TB00725.X

Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, 25(4), 371–393. https://doi.org/10.1080/13603116.2020.1813450

Liu, P. (2021). Applying differentiated instruction in elementary classrooms: practice and reflection of student teachers. Journal of Education and Practice, 12(27), 1–11. https://doi.org/10.7176/JEP/12-27-01

Maeng, J. L., & Bell, R. L. (2015). Differentiating science instruction: secondary science teachers’ practices. International Journal of Science Education, 37(13), 2065–2090. https://doi.org/10.1080/09500693.2015.1064553

Maulida, E. (2019). Lesson of inclusive education implementation in Jakarta: Availability and accessibility issues. Education Quarterly Reviews, 2(1), 172-184. https://doi.org/10.31014/aior.1993.02.01.51

Mcginnis, J. R. (2013). Teaching science to learners with special needs on JSTOR. Iversity and Equity in Science Education, 52(1), 43–50. https://doi.org/10.1080/07351690.2013743776

Mendoza, M., & Heymann, J. (2022). Implementation of inclusive education: A systematic review of studies of inclusive education interventions in low- and lower-middle-income countries. International Journal of Disability, Development and Education, 71(3), 299–316 https://doi.org/10.1080/1034912X.2022.2095359

Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2019). Struggling for inclusive education in japan and finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100–114. https://doi.org/https://doi.org/10.1080/08856257.2019.1615800

Molefe, L., & Aubin, J. B. (2021). Exploring how science process skills blend with the scientific process: Pre-service teachers’ views following fieldwork experience. South African Journal of Education, 41(2), 1-13. https://doi.org/10.15700/saje.v41n2a1878

Mutlu, M., & Kağan Temız, B. (2013). Educational Research and Reviews Science process skills of students having field dependent and field independent cognitive styles. 8(11), 766–776. https://doi.org/10.5897/ERR2012.1104

Nasir, S. N. C. M., Alias, Z., Jaffar, S. F., & Hidayat, R. (2022). Rural secondary teachers' readiness to teach online in the pandemic era: A case study. Mathematics Teaching Research Journal, 14(3), 80-94. https://files.eric.ed.gov/fulltext/EJ1361575.pdf

Noble, H., & Heale, R. (2019). Triangulation in research, with examples. In Evidence-Based Nursing 22(3), 67–68. BMJ Publishing Group. https://doi.org/10.1136/ebnurs-2019-103145

Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283–292. https://doi.org/10.12973/eurasia.2012.846a

Pakombwele, A., & Tsakeni, M. (2022). The teaching of science process skills in early childhood development classrooms. Universal Journal of Educational Research, 10(4), 273–280. https://doi.org/10.13189/ujer.2022.100402

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481

Pratono, A., Sumarti, S., & Wijayati, N. (2018). Contribution of assisted inquiry model of e-module to students science process skill. Alamat Korespondensi: Jl. Maluku No, 7(1), 62-68. http://journal.unnes.ac.id/sju/index.php/jise

Roldán, S. M., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 1-12 661427. https://doi.org/10.3389/FPSYG.2021.661427

Rusmini, Suyono, & Agustini, R. (2021). Analysis of science process skills of chemical education students through self-project based learning (SJBL) in the covid-19 pandemic era. Journal of Technology and Science Education, 11(2), 371–387. https://doi.org/10.3926/JOTSE.1288

Sabah, S., Akour, M. M., & Hammouri, H. (2023). Implementing next generation science practices in classrooms: findings from TIMSS 2019. Journal of Turkish Science Education, 20(2), 309–319. https://doi.org/10.36681/tused.2023.017

Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. Diversity and Inclusion in Global Higher Education, 31–71. https://doi.org/10.1007/978-981-15-1628-3_2/COVER

Sen, K., & Shahi, S. (2021). Creating a culture of diversity and inclusiveness in India. Springer Nature Singapore. https://doi.org/https://doi.org/10.1007/978-981-16-4237-1

Şenel, Ç. T., Er-Nas, S., Çalık, M., Ergül, C., Çepni, S., & Karagöz, G. N. (2022). The effectiveness of the experimental guidebook on the science process skills of students with mild mental disabilities. Ankara University Journal of Special Education Faculty, 23(4), 230-243. https://doi.org/https://doi.org/10.21565/ozelegitimdergisi.826644

Sheehy, K., Budiyanto, Kaye, H., & Rofiah, K. (2019). Indonesian teachers’ epistemological beliefs and inclusive education. Journal of Intellectual Disabilities, 23(1), 39–56. https://doi.org/10.1177/1744629517717613/asset/Images/large/10.1177_1744629517717613-FIG4.JPEG

Sholahuddin, A., Yuanita, L., Supardi, Z. A. I., & Prahani, B. K. (2020). Applying the cognitive style-based learning strategy in elementary schools to improve students’ science process skills. Journal of Turkish Science Education, 17(2), 289–301. https://doi.org/10.36681/tused.2020.27

Sibic, O., & Sesen, B. acar. (2022). Examining science process skills tests: A case of Turkey. International Journal of Assessment Tools in Education, 9(1), 20–38. https://doi.org/10.21449/IJATE.1058055

Sideri, A., & Skoumios, M. (2021). Science process skills in the greek primary school science textbooks. Science Education International, 32(3), 231–236. https://doi.org/10.33828/sei.v32.i3.6

So, W. W. M., He, Q., Chen, Y., Li, W. C., Cheng, I. N. Y., & Lee, T. T. H. (2022). Engaging students with intellectual disability in science, technology, engineering, and mathematics learning. Science Education International, 33(1), 25–37. https://doi.org/10.33828/sei.v33.i1.3

Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2022). The effect of an instructional intervention based on the use of video-worked examples to promote elementary students’ science process skills. International Journal of Education in Mathematics, Science and Technology, 10(3), 753–772. https://doi.org/10.46328/ijemst.2158

Sujana, I. M., & Wayan Puniawati, I. A. (2020). 21st century learning skills in teaching learning cycles. Scientific Journal of the Education Profession, 5(1), 15–28. https://doi.org/10.29303/jipp.v5i1.101

Suwastini, K. A. (2021). Differentiated instruction across EFL classrooms: a conceptual review. TELL-US Journal, 7(1), 14–41. https://doi.org/10.22202/tus.2021.v7i1.4719

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development. http://www.ascd.org

Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: a resource guide for differentiating curriculum, grades K-5. Association for Supervision and Curriculum Development. http://www.ascd.org

Tosun, C. (2022). Bibliometric and content analyses of articles related to science education for special education students. International Journal of Disability, Development and Education, 69(1), 352–369. https://doi.org/https://doi.org/10.1080/1034912X.2021.2016659

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for Life in our times (1st ed.). Jossey bass. https://doi.org/10.5860/choice.47-5788

Utami, A., Sujarwo, Fauziyah, P. Y., Mustadi, A., Hidayat, R., & Rofiki, I. (2024). Bibliometric analysis of research developments on differentiated instruction. European Journal of Educational Research, 13(3), 1421-1439. https://doi.org/10.12973/eu-jer.13.3.1421

Vantieghem, W., Roose, I., Gheyssens, E., Griful-Freixenet, J., Keppens, K., Vanderlinde, R., Struyven, K., & Van Avermaet, P. (2020). Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions. Studies in Educational Evaluation, 67, 1-12. https://doi.org/10.1016/J.STUEDUC.2020.100912

Wang, S., Chen, M., Li, M., Liu, Y., & Ye, X. (2021). Research on the presentation methods of moocs’ teaching video based on the qualitative research approached: A case study of 322 National-level quality MOOCs. Open Journal of Social Sciences, 09(10), 368–379. https://doi.org/10.4236/JSS.2021.910026

Williams, C. A., Bailey, T., & Hastings, R. P. (2022). Modelling triadic relationships in families of children with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 35(3), 843–855. https://doi.org/10.1111/JAR.12988

Wilson, N. J., Jaques, H., Johnson, A., & Brotherton, M. L. (2017). From social exclusion to supported inclusion: adults with intellectual disability discuss their lived experiences of a structured social group. Journal of Applied Research in Intellectual Disabilities, 30(5), 847–858. https://doi.org/10.1111/JAR.12275

Wilujeng, I., Suryadarma, I. G. P., Ertika, & Dwandaru, W. S. B. (2020). Local potential integrated science video to improve SPS and concept mastery. International Journal of Instruction, 13(4), 197–214. https://doi.org/10.29333/iji.2020.13413a

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 1-12. https://doi.org/10.1016/j.tate.2022.103802

Yin, R. K. (2018). Case study research (Sixth edition). SAGE. https://doi.org/10.4135/9781526430212.n21

Zulueta, L. F., & Panoy, J. F. D. (2022). Scenario-based microlearning strategy for improved basic science process skills in self-directed learning. International Journal of Science, Technology, Engineering and Mathematics, 2(4), 54–73. https://doi.org/10.53378/352932