From Knowledge to Practice: Differentiated Instruction in Arabic Language Teaching at Madrasah Tsanawiyah

Fauzana Annova, Sri Indah Lestari, Nuha Mariyatul Qibthiyah, Mustika Wijayanti, Noor Ain Isnaini

Abstract


This study investigates the conceptual knowledge and implementation of Differentiated Instruction (DI) practices in Arabic language teaching by 18 teachers at junior high schools in West Sumatra, Indonesia.  Using a convergent mixed-methods survey design, this study examines two core dimensions: (1) conceptual understanding of DI principles for adapting content, process, product, and learning environment; and (2) classroom implementation practices, including strategies, challenges, and contextual factors that influence the teaching of maharah arba’ah (listening, speaking, reading, writing).  Findings indicate that strong theoretical understanding has not yet been fully translated into consistent instructional practice.  Among the measured dimensions, based on a 5-point Likert scale, teachers reported the highest mean score for the perceived importance of differentiated instruction (M = 4.15, SD = 0.52).  In contrast, perceived barriers received the lowest mean score (M = 2.05, SD = 0.95) means it is not barrier-free, but barriers are high.  Therefore, efforts to improve the quality of Arabic language learning through a differentiated approach need to focus on strengthening structural aspects: continuous and contextual professional development, provision of adequate resources, reduction of administrative burden, and strengthening of institutional support systems.

Keywords


Arabic Language Teaching; Differentiated Instruction; Language Learning Barriers; Madrasah Tsanawiyah; Teacher Knowledge and Practice

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References


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DOI: https://doi.org/10.17509/alsuniyat.v9i1.98101

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