Differentiated Instructional Strategies Through Teacher Teaching Modules Based on Students' Learning Readiness Characteristics

Abstract

Learning planning is very crucial in the learning process. Teaching Modules are a form of learning planning. The planning components are objectives, steps, learning media, assessments, information, and other learning references. No research has examined teacher teaching modules based on students learning characteristics Until now. This research aims to describe differentiated instructional strategies through teacher-teaching modules based on the students' learning readiness characteristics. This phenomenological research with a qualitative approach involved five teachers. Data was collected using interviews, observations, and documents. Data were analyzed using content analysis. According to the results, the Teaching Module makes the depth of the material taught by the teacher more detailed by creating a summary plan for students. The Teaching Module also contains assignments for students with different levels of specificity and openness. In addition, the Teaching Module indirectly aims to develop students' success based only on students' expectations and learning needs. Several suggestions have emerged and been developed according to the results obtained.