Implementation of Differentiated Instruction in a Calculus Course at the Higher Education Level

Abstract

Calculus learning in higher education often faces challenges due to differences in students' prior knowledge, learning readiness, and learning styles. This study aims to describe the implementation of differentiated instruction in Calculus courses and its impact on students' learning activities and achievement. The study employed a descriptive qualitative approach supported by quantitative data. The participants consisted of 35 first-semester mathematics education students. Data were collected through classroom observations, questionnaires, learning achievement tests, and interviews. Differentiated instruction was implemented through differentiation of content, process, product, and learning environment based on diagnostic assessment results. The findings indicate that differentiated instruction increased students' participation, motivation, and conceptual understanding. The average score improved from 67.35 on the pretest to 82.71 on the posttest. Students also expressed positive perceptions toward the flexible learning approach. Therefore, differentiated instruction can be considered an effective strategy for improving calculus learning in higher education.