Teachers’ Strategies in Implementing Differentiated Instruction on Plane Figures: A Qualitative Case Study Using NVivo

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~12, Article ID: 1316 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.1316 Research Article Teachers’ Strategies in Implementing Differentiated Instruction on Plane Figures: A Qualitative Case Study Using NVivo Lisa Sabitillah, Wildansyah Lubis*, Maisura Master of Basic Education, Postgraduate, Universitas Almuslim, Matangglupang Dua, Bireueun, Indonesia *Corresponding Author: | Phone: +6281375444190 ABSTRACT Differentiated instruction is considered a key approach to accommodate the diverse characteristics of students in mathematics learning, particularly in plane figures material at the elementary school level. However, its implementation in the field still faces challenges, and in-depth exploration of teacher strategies through a qualitative approach remains limited. This qualitative case study aims to explore teacher strategies in implementing differentiated instruction on plane figures material in fourth grade at UPTD SD Negeri 4 Bireuen. Data were collected through indepth interviews with three teachers, classroom observation, and documentation studies, analyzed thematically with the assistance of NVivo 15 software to ensure systematic and in-depth analysis. The results reveal that teacher strategies are integrated into four main pillars: (1) content differentiation through adaptation of presentation modes (visual, auditory, kinesthetic) and learning contracts; (2) process differentiation based on heterogeneous grouping and contextual prompting questions; (3) product differentiation by providing choice in task forms and clear assessment rubrics; and (4) management of a collaborative learning environment. These strategies are supported by the application of the Problem Based Learning (PBL) model and interactive digital media (game-based learning). The study concludes that the success of differentiated instruction depends on the multidimensional synergy among learning elements and the teacher's commitment to being a reflective practitioner responsive to each individual student's needs. These findings provide a contextual strategic framework for teachers in implementing the student-centered Merdeka Curriculum. Keywords: Differentiated Instruction; Teacher Strategy; Plane Figures; Qualitative Study; NVivo 1. INTRODUCTION Elementary education plays a strategic role in establishing students’ foundations of logical thinking and problem-solving skills (Weng, 2022; Asila, 2025). One of the subjects that significantly contributes to the development of these competencies is mathematics (Niss & Hojgaard, 2019; Kontrova et al., 2021). However, differences in students’ abilities and learning styles often present challenges for teachers in creating effective learning processes (Ridwan et al., 2019; Killwn & O’Toole, 2023). This issue is particularly evident at the elementary school level, where the diversity of students’ characteristics requires teachers to implement adaptive and flexible instructional strategies (Hardy et al., 2019). According to the Regulation of the Ministry of Education, Culture, Research, and Technology Number 8 of 2024 concerning Content Standards for Primary and Secondary Education, the scope of mathematics learning includes number concepts, patterns, spatial concepts (plane figures and solid shapes), as well as measurement and data interpretation. Among these topics, plane figures require strong visual and conceptual understanding. In practice, however, many students experience difficulties in understanding geometric concepts due to instructional approaches that remain uniform and insufficiently responsive to individual differences (Jones & Tzekaki, 2016; Klancar et al., 2021). Teachers, as the frontline implementers of learning, are therefore required to design diverse and flexible instructional strategies (Boelens et al., 2018; Smets & Struyven, 2020). In line with Law Number 20 of 2023 on the National Education System, teachers are expected not only to transmit knowledge but also to act as facilitators and motivators who guide students in developing their potential optimally. One approach that aligns with this mandate is differentiated instruction, which involves adjusting learning content, processes, and products based on students’ readiness, interests, and learning profiles (Tomlinson, 2017; Tomlinson & Jarvis, 2023; Danuri et al., 2023). Differentiated instruction views learners as unique and diverse individuals; therefore, the learning process should provide opportunities for each student to develop according to their individual characteristics (Kanevsky, 2011; Tomlinson, 2017; Tomlinson & Jarvis, 2023 ). This approach is closely aligned with the educational philosophy of Ki Hajar Dewantara, which emphasizes guiding learners in accordance with their natural potential and the demands of their time (Dewantara, Page 1 of 12 Sabitillah et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~12, Article ID: 1316 2004; Darmawan & Sujoko, 2019). Student-centered education that respects individual diversity is essential for creating learning experiences that are meaningful and humanistic (Bhardwaj et al., 2025; Kumari, 2024; Tang, 2023). Despite its widespread introduction through the Merdeka Curriculum, the implementation of differentiated instruction in classroom practice continues to face significant challenges (Darius et al., 2025; Aziz et al., 2024). Preliminary observations conducted at UPTD SD Negeri 4 Bireuen in 2025 revealed that more than two-thirds of fourth-grade students had not met the Minimum Mastery Criteria in learning plane figures. Teachers also reported difficulties in adapting instructional strategies to accommodate students’ visual, auditory, and kinesthetic learning styles due to limitations in time, learning resources, and professional training. These findings are consistent with previous studies indicating that limited instructional time, teacher competence, and large class sizes are major obstacles to the effective implementation of differentiated instruction (Santoso, 2020; Almujab, 2023; Muthaharoh, 2024). However, with adequate professional development and effective classroom management strategies, these challenges can be addressed to support more inclusive and effective learning environments. Previous research has shown that differentiated instruction can improve students’ learning outcomes and motivation (Wijayanti, 2020; Lestari and Puspitasari, 2021; Pratiwi, 2022). Nevertheless, studies that specifically examine teachers’ strategies in implementing differentiated instruction for plane figures at the elementary school level remain limited, particularly in local contexts such as Bireuen Regency, where student characteristics are highly heterogeneous. However, most existing studies have primarily focused on measuring learning outcomes or evaluating the effecti (...truncated)