Transformation of Differentiated Teaching Methods to Promote Critical Thinking in Primary School Pupils

Fitri Indriani; Satrianawati; Heldayanti

doi:10.56741/IISTR.ijlree.001796

Authors

Fitri Indriani
fitri.indriani@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0002-3046-5664
Satrianawati Harbin Normal University https://orcid.org/0000-0001-8149-9576
Heldayanti Pakuan University https://orcid.org/0009-0008-1031-4456

DOI:

https://doi.org/10.56741/IISTR.ijlree.001796

Keywords:

Critical Thinking, Differentiated Instruction, Primary Education, Student Learning Profile, Transformation

Abstract

This study examines how differentiated instruction is implemented in primary school classrooms and its role in fostering students’ higher-order thinking skills. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving five teachers from grades 1 to 5. The findings indicate that teachers adapt instructional strategies to address students’ readiness levels, learning profiles, and individual interests. This pedagogical transformation is reflected in the use of contextual learning, project-based activities, reflective practices, and digital resource integration. These approaches create more inclusive and responsive learning environments. As a result, students demonstrate improved analytical reasoning, evaluative thinking, and argument construction. The study underscores that differentiated instruction not only enhances student engagement but also supports meaningful learning. It concludes that this approach is essential for meeting the demands of 21st-century education and aligns closely with the principles of the Merdeka Curriculum.

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Author Biographies

Fitri Indriani, Universitas Ahmad Dahlan

is a lecturer in the Department of Basic Education at Ahmad Dahlan University, Yogyakarta, Indonesia. Her academic work focuses on enhancing teacher competence, character education, learner development, instructional strategies, and lesson planning. She has actively contributed to research in primary education and curriculum development. Her interests center on improving teaching quality and fostering meaningful learning in elementary schools. (email: fitri.indriani@pgsd.uad.ac.id).

Satrianawati, Harbin Normal University

is an academic engaged in the field of special and basic education. She earned her bachelor’s degree from Halu Oleo University and a master’s degree from Yogyakarta State University. Currently, she is pursuing further studies at the School of Education, Harbin Normal University, China. Her interests include inclusive education and educational leadership. She is committed to advancing educational practices. (email: satrianawati@gmail.com).

Heldayanti, Pakuan University

is an undergraduate student in Elementary School Teacher Education at Ahmad Dahlan University, Yogyakarta, Indonesia. She is currently undertaking a teacher professional education program at Pakuan University, Bogor. Her academic interests focus on classroom teaching practices, student engagement, and professional development for future educators. She is dedicated to becoming a competent elementary teacher. (email: heldayanti326@gmail.com).

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