Students' Pedagogical Competence in the Implementation of Differentiated Learning

Abstract

The diversity of pupils’ characteristics in madrasah ibtidaiyah requires trainee teachers to possess pedagogical competences capable of accommodating differences in pupils’ readiness to learn, interests and learning profiles. One approach relevant to these needs is differentiated learning. This study aims to analyse the pedagogical competencies of students on the Primary Madrasah Teacher Education (PGMI) programme in implementing differentiated learning. The study employed a mixed-methods approach with an explanatory sequential design, involving 23 PGMI students at STIT Muhammadiyah Bojonegoro. Data were collected through questionnaires, observations of teaching practice, interviews and analysis of learning documents. The results of the study indicate that the students’ pedagogical competence falls within the ‘moderate’ category. In the questionnaire, content differentiation received the highest score of 3.43, followed by process differentiation at 3.35, whilst product differentiation was the lowest aspect with a score of 2.42. The observation results showed a similar pattern, with content differentiation at 83.91 %, process differentiation at 82.17 %, and product differentiation at 60.00 %. The findings indicate that students are relatively better prepared to apply differentiation in content and process, but still require further development in mapping learning needs, diagnostic assessment, product differentiation and reflection. This study provides an empirical contribution in the form of a mapping of PGMI students’ pedagogical competences in the implementation of differentiated learning, whilst also highlighting aspects of competence that are relatively well-developed and those that still require strengthening. These findings form the basis for strengthening practical experience, diagnostic assessment, lesson planning, microteaching and reflection in the education of prospective PGMI teachers.