The Concept of Differentiated Learning in Accommodating Student Diversity: Implementation of Pedagogical Competence at SMK Negeri 1 Lahusa

Abstract

The diversity of student characteristics presents both a challenge and an opportunity in the field of education, necessitating teaching approaches that are adaptive and inclusive. One relevant approach to address this challenge is differentiated instruction, a deliberately designed learning strategy that adjusts the processes, content, and products of learning in consideration of each student’s readiness, interests, and learning profile. In this context, teachers’ pedagogical competence serves as an essential component determining the successful implementation of such an approach within the school environment. This study aims to describe the implementation of differentiated instruction as a tangible manifestation of teachers’ pedagogical competence at SMK Negeri 1 Lahusa. Employing a qualitative approach with a descriptive method, data were collected through direct classroom observations, in-depth interviews with teachers and the school principal, as well as document analysis of lesson plans, teaching modules, and student learning evaluation results. The findings indicate that most teachers have applied the principles of differentiated instruction, particularly in selecting instructional materials aligned with students’ readiness levels, varying teaching methods to accommodate different learning styles, and offering alternative products that allow students to express their understanding in diverse ways. However, the implementation still faces several obstacles, including limited time, the lack of specific advanced training on differentiation, and constraints in supporting resources. Therefore, sustained support from the school is required in the form of practical pedagogical training and strengthened supervisory systems that encourage reflection and continuous improvement of differentiation practices. In this way, differentiated instruction can be optimized as an effective strategy to accommodate student diversity and enhance the quality of learning in vocational secondary education.