Santoso, P.H.; Istiyono, E.; Haryanto. Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Educ. Sci.2022, 12, 582.
Santoso, P.H.; Istiyono, E.; Haryanto. Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Educ. Sci. 2022, 12, 582.
Santoso, P.H.; Istiyono, E.; Haryanto. Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Educ. Sci.2022, 12, 582.
Santoso, P.H.; Istiyono, E.; Haryanto. Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Educ. Sci. 2022, 12, 582.
Abstract
There is a national shift in the new Indonesian curriculum to employ differentiated learning approach in addressing diversity of students’ needs and abilities. Teachers’ judgment obviously corresponds to the duty that takes physics teachers to monitor their students at individual level. Within Indonesian physics education research (PER) context, empirical study that has addressed this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgment within differentiated learning environment has been investigated through phenomenological study. Physics teachers were voluntarily recruited after they have declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and ICT experiences. The latter experience might be taken into account since, through this study, we would project upcoming developmental research about engaging recent technological approaches to cope limitations of teachers’ judgment. Online semi-structured interviews (~ 50 min) were conducted by the first author (P.H.S.) to all physics teachers. Other authors contributed in reviewing the interview protocol (E.I. and H) and training the first author’s pilot interview (H.R.). Model of teachers’ thought and action was implemented to uncover physics teachers’ experiences and limitations in making judgment within diverse students. Findings revealed that physics teachers have conceded that they should adapt learning process in order to meet heterogeneous students’ needs. Personal observation has mainly informed teachers to identify students’ differences. After students have been identified, they creatively designed learning transformations to accommodate spectrum of students’ abilities. Nevertheless, we discovered several limitations encountered by teachers particularly in terms of judgments’ equity, accuracy, and their workload. To overcome this, teachers indicated various and supportive attitudes about technology implementation to assist their judgment. Implications for technological development was provided to address obstacles during the teachers’ judgment.
Copyright:
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