Differentiated Instruction: A Literature Review on the Development of Critical and Creative Thinking Skills of Mathematics Students

Agun Sutrianto, Kamid Kamid, Nizlel Huda, Zurweni Zurweni

Abstract


Abstract: Differentiated instruction has become a major focus in modern education, allowing teachers to tailor learning experiences to meet the unique needs and abilities of each student. This study aims to conduct a systematic review of the literature related to differentiated instruction from 2018 to 2024. The method employed is a Systematic Literature Review (SLR), which includes bibliometric analysis to map trends and developments in this field. The findings indicate that despite numerous challenges in implementation, such as time constraints and training deficiencies, this approach is still deemed effective in enhancing student engagement and learning outcomes. These findings provide valuable insights for educators and policymakers to formulate better strategies for implementing differentiated instruction, while also emphasizing the importance of technological support and professional development for teachers. This research is expected to contribute to the advancement of more inclusive and adaptive educational practices.

Keywords


Differentiated Instruction, Systematic Literature Review.

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