Three key indicator of elementary school teachers' readiness in differentiated instruction: An exploratory factor analysis

Nusrotus Sa’idah; Linda Indiyarti Putri; Wulan  Sutriyani; Asma’ul Husna; Oscar Ndayizeye; Ariyatun Ariyatun

doi:10.31893/multiscience.2025461

Keywords:

differentiated mathematics learning

perception scale

elementary school teachers

exploratory factor analysis

Abstract

The main purpose of this research is to develop a measure to determine the readiness perceptions of elementary school teachers toward differentiated mathematics learning. Exploratory factor analysis was conducted within the scope of scale validity, and its internal consistency was analyzed for reliability. Data for the exploratory factor analysis were collected from 112 elementary school teachers in various regions of Indonesia who had implemented differentiated mathematics learning during the academic year 2022--2023. Aiken's analysis was used to measure the content validity from expert judgment. As a result of the exploratory factor analysis, three underlying factors were formed in the construction of the construct validity of the instrument: MR1 (learning management), MR2 (coaching and continuous learning), and MR3 (teaching strategies). The questionnaire instrument, consisting of 27 items, had factor loadings between 0.385 and 0.851. The significant values for EFA were overall MSA = 0.89, χ² = 1944.1; df = 351; SRMR = 0.057; and CFI = 0.97, indicating an acceptable level of fit that confirms the three-factor structure. The findings suggest that the developed scale is a valid and reliable measure for determining the readiness perceptions of elementary school teachers toward differentiated mathematics learning. These insights provide practical implications for educational policymakers and teacher training institutions, enabling them to design more effective professional development programs. Such programs can focus on equipping teachers with the skills and strategies necessary to implement differentiated instruction, ultimately enhancing educational outcomes and addressing diverse student needs under the Merdeka Curriculum.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Sa’idah, N., Putri, L. I., Sutriyani, W., Husna, A., Ndayizeye, O., & Ariyatun, A. (2025). Three key indicator of elementary school teachers’ readiness in differentiated instruction: An exploratory factor analysis. Multidisciplinary Science Journal, 7(9), 2025461. https://doi.org/10.31893/multiscience.2025461

[1] Adams, C. M., & Pierce, R. L. (2006). Differentiating instruction: A practical guide to tiered lessons in the elementary grades. Prufrock Press.

[2] Amin, L., Retnawati, H., & Madya, S. (2023). Exploring students’ diversity in a differentiated classroom. 0672(December).

[3] Avramidis, E., Bayliss, P., & Burden, R. (2010). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Review, 52(2), 37–41. https://doi.org/10.1080/713663717

[4] Blanco, A. M., Bostedt, G., Michel-Schertges, D., & Wüllner, S. (2023). Studying teacher shortages: Theoretical perspectives and methodological approaches. Journal of Pedagogical Research, 7(1), 128–141. https://doi.org/10.33902/JPR.202319067

[5] Bonett, D. G., & Wright, T. A. (2015). Cronbach’s alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3–15.

[6] Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences & Humanities Open, 7(1), 100453. https://doi.org/10.1016/j.ssaho.2023.100453

[7] Bryant, F. B., & Yarnold, P. R. (1995). Principal-components analysis and exploratory and confirmatory factor analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics. American Psychological Association. https://psycnet.apa.org/record/1995-97110-004

[8] Capinding, A. T. (2023). Construction and validation of mathematical satisfaction questionnaire: An exploratory and confirmatory factor analysis. Problems of Education in the 21st Century, 81(3), 327–339. https://doi.org/10.33225/pec/23.81.327

[9] Choon, D., & Pang, G. (2021). Immersive virtual reality (VR) classroom to enhance learning and increase interest and enjoyment in the secondary school science curriculum. 2021(ML), 99–106.

[10] Cindyana, E. A., Alim, J. A., & Noviana, E. (2022). Pengaruh pembelajaran berdiferensiasi berbantuan materi ajar geometri berbasis RME terhadap kemampuan penalaran matematis siswa kelas 3 sekolah dasar. Jurnal Pajar (Pendidikan dan Pengajaran), 6(4), 1179. https://doi.org/10.33578/pjr.v6i4.8837

[11] Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24(February), 31–54. https://doi.org/10.1016/j.edurev.2018.02.002

[12] Ellis, D. K., Ellis, K. A., Huemann, L. J., & Stolarik, E. A. (2007). Improving mathematics skills using differentiated instruction with primary and high school students.

[13] Ersoy, M., Eren, E., Avcı, Z. Y., & Kandemir, C. M. (2023). Development of the perception scale for flipped learning model. Anatolian Journal of Education, 8(1), 63–78.

[14] Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran berdiferensiasi dalam program guru penggerak pada modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.33578/pjr.v6i4.8837

[15] Garson, D. G. (2008). Factor analysis: Statnotes. North Carolina State University Public Administration Program. https://bit.ly/3UjhLLj

[16] 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

[17] Gusteti, M. U., & Neviyarni, N. (2022). Pembelajaran berdiferensiasi pada pembelajaran matematika di kurikulum merdeka. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika, 3(3), 636–646. https://doi.org/10.46306/lb.v3i3.180

[18] Hair, J. F., Black, W. C., Babin, B. J., & Tatham, R. L. (2010). Multivariate data analysis. Pearson Prentice Hall.

[19] Hermanto, H. (2022). The teacher performance evaluation in learning management in inclusive settings. 10(1), 28–36.

[20] Herwina, W. (2021). Optimalisasi kebutuhan siswa dan hasil belajar dengan pembelajaran berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2). https://doi.org/10.21009/PIP.352.10

[21] Hodges, T. S., & McTigue, E. M. (2014). Renovating literacy centers for middle grades: Differentiating, reteaching, and motivating. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4), 155–160. https://doi.org/10.1080/00098655.2014.886550

[22] Jannah, I. (2022). Implementation of inclusive education at elementary schools during the COVID-19 pandemic. Jurnal Prima Edukasia, 10(2), 171–179.

[23] Kahmann, R., Droop, M., & Lazonder, A. W. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research, 116(August). https://doi.org/10.1016/j.ijer.2022.102072

[24] Kamal, S. (2021). Implementasi pembelajaran berdiferensiasi dalam upaya meningkatkan aktivitas dan hasil belajar matematika siswa kelas XI MIPA SMA Negeri 8 Barabai. Jurnal Pembelajaran dan Pendidik, 1(1), 89–100.

[25] Kavgacı, H. (2023). Exploring the relationship among paternalistic leadership, teacher trust in principal, work engagement, and organizational citizenship behavior: A moderated mediation model. Journal of Pedagogical Research, 7(1), 273–289. https://doi.org/10.33902/JPR.202319638

[26] Kline, R. B. (2018). Response to Leslie Hayduk’s review of principles and practice of structural equation modeling, 4th edition. Canadian Studies in Population, 45(3–4), 188–195. https://doi.org/10.25336/csp29418

[27] Kükey, E., & Aslaner, R. (2023). To what extent can teachers and preservice teachers predict students’ mathematical thinking? A qualitative analysis. Journal of Pedagogical Research, 7(4), 91–110. https://doi.org/10.33902/JPR.202319993

[28] Liu, L., et al. (2019). Is emotional lability distinct from “angry/irritable mood,” “negative affect,” or other subdimensions of oppositional defiant disorder in children with ADHD? Journal of Attention Disorders, 23(8), 859–868. https://doi.org/10.1177/1087054715624228

[29] Oluwatayo, J. A. (2012). Validity and reliability issues in educational research. Journal of Educational and Social Research, 2(2), 391. https://doi.org/10.5901/jesr.2012.v2n2.391

[30] Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136

[31] Polat, H., & Özkaya, M. (2023). The effect of problem posing-based active learning activities on problem-solving and posing performance: The case of fractions. Journal of Pedagogical Research, 7(1), 67–81. https://doi.org/10.33902/JPR.202317880

[32] Prahmana, R. C. I., Sagita, L., Hidayat, W., & Utami, N. W. (2020). Two decades of realistic mathematics education research in Indonesia: A survey. Infinity Journal, 9(2), 223–246. https://doi.org/10.22460/infinity.v9i2.p223-246

[33] Roy, A., Guay, F., & Valois, P. (2012). Teaching to address diverse learning needs: Development and validation of a differentiated instruction scale. International Journal of Inclusive Education, 17(11), 1186–1204. https://doi.org/10.1080/13603116.2012.743604

[34] Safarati, N., & Zuhra, F. (2022). Literature review: Pembelajaran berdiferensiasi di sekolah menengah. Genta Mulia: Jurnal Ilmiah Pendidikan, 15–26.

[35] Sakti, H. G., Rizka, M. A., Ayu, I. W., & Ariany, F. (2023). Development of student Pancasila character instruments: Evidence of the EFA, CFA and Rasch models. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(4), 1092–1103. https://doi.org/10.33394/jk.v9i4.9178

[36] Santoso, P. H., & Istiyono, E. (2022). Physics teachers’ perceptions about their judgments within differentiated learning environments: A case for the implementation of technology. Education Sciences.

[37] Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2

[38] Sibaen, N. W., Buasen, J. A., & Alimondo, M. S. (2023). Principal components of students’ difficulties in mathematics in the purview of flexible learning. Journal of Pedagogical Research, 14(2), 353–374.

[39] Sunzuma, G., Zezekwa, N., Gwizangwe, I., & Zinyeka, G. (2021). A comparison of the effectiveness of ethnomathematics and traditional lecture approaches in teaching consumer arithmetic: Learners’ achievement and teachers’ views. Pedagogical Research, 6(4), em0103. https://doi.org/10.29333/pr/11215

[40] Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020

[41] Susongko, P., Arfiani, Y., & Kusuma, M. (2021). Determination of gender differential item functioning in Tegal-students’ scientific literacy skills with integrated science (Slisis) test using Rasch model. Jurnal Pendidikan IPA Indonesia, 10(2), 270–281. https://doi.org/10.15294/jpii.v10i2.26775

[42] Syarifuddin, N., & Matematika, P. (2022). Pembelajaran berdiferensiasi dalam meningkatkan hasil belajar matematika siswa kelas IX semester genap SMP Negeri 1 Wera tahun pelajaran 2021/2022. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 2(2), 35–44. https://doi.org/10.53299/jagomipa.v2i2.184

[43] Tavakol, M., & Wetzel, A. (2020). Factor analysis: A means for theory and instrument development in support of construct validity. International Journal of Medical Education, 11, 245–247. https://doi.org/10.5116/ijme.5f96.0f4a

[44] Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD.

[45] Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). ASCD. https://www.researchgate.net/publication/269394850_How_to_Differentiate_Instruction_in_Mixed_Ability_Classrooms

[46] Tomlinson, C. A., Brighton, C., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2015). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2), 119–145.

[47] Tomlinson, C. A., & Imbeau, M. B. (2014). Assessment and student success in a differentiated classroom. ASCD.

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