Differentiation in Physics Learning to Support SDG Winny Liliawati*
Department of Physics Education, Universitas Pendidikan Indonesia
Jl. Setiabudhi No 229 Bandung 40154, Indonesia
*winny[at]upi.edu
Abstract
Differentiation is a philosophy about how to think about teaching and learning that views students as unique individuals with all the diversity they have. Achieving the Sustainable Development Goals (SDGs) emphasizes justice and equality for all children everywhere. Teachers cannot ignore the heterogeneous condition of students in the classroom. These differences can be accommodated by differentiation in learning. Differentiated learning is a comprehensive and flexible process that includes planning, preparation, and delivery of instruction to address the diverse learning needs of
students in the classroom. Differentiated learning addresses diversity in what students learn (content), how students learn (process), how students present (product), the atmosphere that influences interactions (emotions), or the individual, social, and physical conditions in the classroom (learning environment). The four aspects are determined by diagnosing students^
interests, learning readiness, and learning styles. Differentiation research in physics education can be studied by applying learning models, developing teaching materials, using various learning media, designing product differentiation-based assessments, and content differentiation through
etiquette.
