Comparative study of mathematics teachers’ challenges in implementing differentiated instruction and deep learning in the merdeka curriculum
DOI:
https://doi.org/10.58524/jasme.v6i1.1079Keywords:
Challenges for teachers, Differentiated instruction, Deep learning, Merdeka curriculumAbstract
Background: Background: The Merdeka Curriculum emphasizes student-centered learning by encouraging mathematics teachers to implement differentiated instruction and deep learning. Although both approaches aim to enhance meaningful learning experiences, their differing characteristics pose varied challenges in classroom practice.
Aims: This study aims to analyze and compare the challenges faced by mathematics teachers in implementing differentiated instruction and deep learning within the context of the Merdeka Curriculum.
Methods: This study used a qualitative approach with an exploratory comparative design within a single school context. Participants included five (N=5) mathematics teachers selected via purposive sampling. Data were gathered through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The analysis focuses on uncovering analytical patterns of teacher experience rather than broad statistical generalizations.
Result: The findings indicate that differentiated instruction presents challenges related to limited instructional time for preparing varied learning materials, insufficient supporting resources, and complex classroom management due to diverse student activities. Meanwhile, challenges in implementing deep learning include limited teacher competency and preparedness, inadequate facilities and learning resources, insufficient technological skills, and the complexity of lesson planning. The fundamental difference lies in the type of load: DI emphasizes efficiency in time and resource management, whereas DL requires technological readiness and a deeper level of understanding.
Conclusion: This study concludes that teacher readiness is shaped by the tension between workload and pedagogical depth. Success requires structural shifts such as block scheduling and collaborative design hubs to allow teachers to transition from being classroom logisticians to architects of deep reasoning.
References
Abdulah, N. N., Mahmud, M. S., Zainal, M. S., Nordin, M. N., & Maat, S. M. (2025). Challenges of inclusive mathematics teaching in primary schools: Perspectives of inclusive education experts. International Journal of Learning, Teaching and Educational Research, 24(8), 356–375. https://doi.org/10.30596/jppp.v4i3.16415
Abdykerimova, E., & Assainova, A. (2024). Preparing educators for the digital age: Teacher perceptions of active teaching methods and digital integration. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1473766
Abe, C., & Hayashi, T. (2023). Relationship between subjective evaluation environment and learning motivation. E3S Web of Conferences, 01022, 1–7. https://doi.org/10.1051/e3sconf/202339601022
Aegustinawati, A., & Sunarya, Y. (2023). Jurnal Paedagogy: Jurnal penelitian dan pengembangan pendidikan. Jurnal Paedagogy, 10(3), 759–772. https://doi.org/10.33394/jp.v10i3.7568
Agustina, E., Triaristina, A., Fitri, D. M., & Manalu, T. (2025). Analisis survei tingkat pengetahuan dan persepsi guru SMA terhadap pendekatan deep learning. Jurnal Ilmiah Pendidikan Citra Bakti, 12, 913–927. https://doi.org/10.38048/jipcb.v12i3.5324
Alsulami, N. M. (2025). Improving Learning Quality: Teachers' Perspectives on Learning Problems and Recommended Solutions in Indonesia. Educational Process: International Journal, 16, e2025238. https://doi.org/10.22521/edupij.2025.16.238
Arlinwibowo, J., Retnawati, H., Pradani, R. G., & Fatima, G. N. (2023). STEM implementation issues in Indonesia: Identifying the problem sources and implications. Journal of Baltic Science Education, 28(8), 2213–2229. https://doi.org/10.46743/2160-3715/2023.5667
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass/Wiley.
Brenya, A. N. Y. (2024). Deep learning in high schools: Exploring pedagogical approaches for transformative education. Humanika, 24(2), 111–126. https://doi.org/10.21831/hum.v24i2.71350
Cahyuni, A., & Purbani, W. (2025). Teaching English in rural settings: A systematic review of challenges and strategies in non-technological classrooms. English Language Teaching Educational Journal, 8(2), 66–77. https://doi.org/10.12928/eltej.v8i2.14081
Çela, E., Fonkam, M. M., Vajjhala, N. R., & Eappen, P. (2025). Advancing adaptive education: Technological innovations for disability support. In Advancing adaptive education: Technological innovations for disability support. IGI Global. https://doi.org/10.4018/979-8-3693-8227-1
Demirci-Ünal, Z., & Öztürk, G. (2025). Is need-based action possible for each child? Preschool teachers’ differentiated instruction within multicultural classrooms. Early Childhood Education Journal, 53(7), 2699–2718. https://doi.org/10.1007/s10643-024-01753-2
Du, S., & Hu, H. (2024). Research on the social epistemic network (SENS) for promoting deeper learning in university students through online knowledge construction. In International Conference on Educational Technology. https://doi.org/10.1109/ICET62460.2024.10869241
Duan, Y. (2022). Mathematics deep learning teaching based on analytic hierarchy process. Mathematical Problems in Engineering, 2022. https://doi.org/10.1155/2022/3070791
Fajariyah, L. A., Retnawati, H., & Madya, S. (2023). Exploring Students' Diversity in a Differentiated Classroom. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 205-219.
Geiger, V., Gal, I., & Graven, M. (2023). The connections between citizenship education and mathematics education. ZDM–Mathematics education, 55(5), 923-940. https://doi.org/10.1007/s11858-023-01521-3
Gibbs, K. (2023). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher, 50(4), 1217–1232. https://doi.org/10.1007/s13384-022-00551-2
Glock, S., & Kleen, H. (2019). Implicit and explicit measures of teaching self-efficacy and their relation to cultural heterogeneity: Differences between preservice and in-service teachers. Journal of Research in Special Educational Needs, 19(1), 24–35. https://doi.org/10.1111/1471-3802.12475
Goodnough, K. (2010). Investigating pre-service science teachers’ developing understanding of differentiated instruction. Teaching and Teacher Education, 26, 716–725.
Hakim, M. N., Solihah, K. Z., Ismail, F., Salim, A., & Prasetiyo, N. T. (2024). Optimizing the Merdeka Curriculum for Developing the Pancasila Student Profile through Project-Based Learning. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(4), 395-408. https://doi.org/10.31538/munaddhomah.v5i4.1396
Han, L., Yao, X., & Yu, J. (2022). Application of deep learning in medical English teaching evaluation. Wireless Communications and Mobile Computing, 2022. https://doi.org/10.1155/2022/8671806
Hatmanto, E. D., & Rahmawati, F. (2023). Unleashing the potential: Exploring attitudes and overcoming challenges in implementing differentiated instruction in English language classrooms. E3S Web of Conferences, 02001, 1–18.
Iyamuremye, E., & Burns, D. (2025). Concrete-pictorial-abstract instruction: Enhancing students’ learning motivation and achievement in mathematics. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2558303
Kusmaryono, I., & Wijayanti, D. (2023). Exploration of students’ mathematics learning experiences. International Journal of Education, 16(2), 75–84. https://doi.org/10.17509/ije.v16i2.48399
Laird, T. F. N., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2014). Deeply affecting first-year students’ thinking: Deep approaches to learning and three dimensions of cognitive development. Journal of Higher Education, 85(3), 402–432. https://doi.org/10.1353/jhe.2014.0017
Ledwaba, R. G. (2024). Curriculum adaptation for learners with diverse learning needs: A case of South African inclusive rural schools. South African Journal of Education, 44(4), 1–8. https://doi.org/10.15700/saje.v44n4a2510
Leek, J., Rojek, M., Dobińska, G., & Kosiorek, M. (2026). Navigating the power of time in classroom practices: teachers’ and students’ perspectives. Educational Review, 78(1), 80-102. https://doi.org/10.1080/00131911.2024.2438878
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
Moser, A., & Korstjens, I. (2023). Series: Practical guidance to qualitative research. Part 7: Qualitative evidence synthesis for emerging themes in primary care research: Scoping review, meta-ethnography and rapid realist review. European Journal of General Practice, 29(1), 2274467. https://doi.org/10.1080/13814788.2023.2274467
Mystakidis, S. (2021). Deep meaningful learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Naidoo, J. (2025). Exploring mathematics teachers’ perceptions of integrating digital pedagogy in rural schools. Discover Education, 4(1), 162. https://doi.org/10.1007/s44217-025-00589-1
Nguyen, V. N. T., & Lai, P. L. (2025). Training pedagogical competence for teachers: A bibliometric analysis using the Scopus database. International Journal of Evaluation and Research in Education (IJERE), 14(6), 5014–5028. https://doi.org/10.11591/ijere.v14i6.28314
Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implications for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469-486. https://doi.org/10.1007/s10984-020-09337-8
Ramaila, S. (2025). Unveiling the potential: A systematic review on harnessing the affordances of differentiated instruction. Journal of Teaching and Learning, 19(2), 41–56. https://doi.org/10.22329/jtl.v19i2.8561
Rijal, A., & Waluyo, B. (2025). Effectiveness of differentiated learning in mathematics: Insights from elementary school students. Journal of Education and Learning (EduLearn), 19(1), 241–248. https://doi.org/10.11591/edulearn.v19i1.21806
Song, Y., Weisberg, L. R., Zhang, S., Tian, X., Boyer, K. E., & Israel, M. (2024). A framework for inclusive AI learning design for diverse learners. Computers and Education: Artificial Intelligence, 6, 100212. https://doi.org/10.1016/j.caeai.2024.100212
Sølvik, R. M., & Glenna, A. E. H. (2022). Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms. Journal of Educational Change, 23(3), 343–369. https://doi.org/10.1007/s10833-021-09420-8
Tang, H. (2024). Construction of vocational undergraduate education teacher team based on deep learning. Journal of Computational Methods in Sciences and Engineering, 24, 201–216. https://doi.org/10.3233/JCM-237041
Tian, X., Zhao, J., & Nguyen, K. T. (2022). Practical research on primary mathematics teaching based on deep learning. Scientific Programming, 2022, 1–7. https://doi.org/10.1155/2022/7899180
Trisnani, N., Retnawati, H., & Wuryandani, W. (2025). Diverse students in mathematics classrooms: Capturing differentiated instruction by Indonesian elementary teachers. Kasetsart Journal of Social Sciences, 46(2). https://doi.org/10.34044/j.kjss.2025.46.2.20
Uline, C., & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55–73. https://doi.org/10.1108/09578230810849817
Vakolia, Z., Shykitka, H., Potiuk, S., Kazmirchuk, N., & Zelinska-Liubchenko, K. (2025). The impact of differentiated instruction on the academic performance of students with special educational needs. Sapienza: International Journal of Interdisciplinary Studies, 6(3), 1–10. https://doi.org/10.51798/sijis.v6i3.1005
Wang, T., & Manda, T. (2025). Empirical analysis on the impact of university teachers’ pedagogical competence on students’ satisfaction: The mediating role of learning experience. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1532430
Wu, X. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1). https://doi.org/10.1007/s10639-023-12307-1
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Puput, Verminus, Nurul Azkiya, Ahmad Yani T, Nurfadilah Siregar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
