Differentiated instruction has become a pivotal approach in modern education, focusing on adapting teaching strategies to meet the diverse needs of students. However, implementing differentiated instruction does not run as smoothly as anticipated, encountering various challenges. Therefore, this conceptual paper aims to explore the fundamentals of differentiated instruction, the challenges and barriers encountered in its implementation, and the strategies employed to navigate these challenges. The paper begins by exploring the evolution of differentiated instruction, tracing its shift from traditional methods to modern and student-centered approaches. It delves into theoretical foundations such as Multiple Intelligence Theory and Sternberg's Triarchic Theory to offer a deeper understanding of the underlying framework. The paper then discusses the challenges in implementing differentiated instruction, including difficulties faced by teachers, issues with school administration and management, and infrastructure limitations. To navigate these challenges, targeted strategies are proposed, including continuous professional training, effective classroom management, fostering creativity, ensuring fairness in task distribution, providing robust supervision and guidance, involving Parent-Teacher Associations and planning for new school constructions. This overview offers teachers, administrators and policymakers a comprehensive understanding of the challenges and strategies associated with differentiated instruction, providing practical insights to enhance its effectiveness and create more inclusive learning environments.
Abdul Muttalip, D. A. (2020). The Implementation Ddiffrentiated Instruction Approaches among Malay Language Teachers’s in RuraL Elementary School Category 3. Jurnal Pendidikan Bahasa Melayu, 10(2), 29-42.
Adeoye, M. A. (2024). Education in flux: nurturing minds for the future. In Proceeding Of International Conference On Education, Society And Humanity, 2(1), 73-82.
Agus, A. N. A. (2021). Tahap Pengetahuan Dan Kesediaan Guru Bahasa Melayu Dalam Melaksanakan Pendekatan Terbeza Dalam Pengajaran Dan Pembelajaran Di Rumah Semasa Tempoh Perintah Kawalan Pergerakan. Jurnal Pendidikan Bahasa Melayu, 11(1), 75-87.
Ahmad, N., & Othman, S. (2020). Penggunaan kaedah didik hibur dalam pengajaran kemahiran membaca guru bahasa Melayu sekolah rendah. International Journal of Education and Training (InjET), 6(2), 1-11.
Anderson, S. E., & Putman, R. S. (2020). Special education teachers’ experience, confidence, beliefs, and knowledge about integrating technology. Journal of Special Education Technology, 35(1), 37-50. https://doi.org/10.1177/0162643419836409
Asgarpoor, J. S., Handley, M., Sarang-Sieminski, A. L., Slaughter, J. B., Pollock, M. C., Murzi, H., & Cox, M. F. (2021, July). Embracing diversity, equity, and inclusion in our classroom and teaching. In 2021 ASEE Virtual Annual Conference Content Access.
Ayten Pinar, B., Yilmaz, R., & Atas, V. (2022). Development of self-efficacy scale of differentiated instruction for teachers. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(2), 93-104.
Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022). Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges. The Journal of Experimental Education, 91(3), 517-538. https://doi.org/10.1080/00220973.2022.2039997
Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. https://doi.org/10.1787/94ab68c6-en
Charles, A., & Mkulu, D. G. (2020). Management challenges facing school administrators and pupils’ academic performance in public primary schools in Sengerema District Mwanza, Tanzania. International Journal of Humanities and Education Development (IJHED), 2(3), 191-207.
Chen, S. Y., & Wang, J. H. (2021). Individual differences and personalized learning: a review and appraisal. Universal Access in the Information Society, 20(4), 833-849. https://doi.org/10.1007/s10209-020-00753-4
Chuah, S. M., & Al Amin, M. (2022). Pengaruh amalan penyeliaan terhadap pengajaran kreatif guru. Jurnal kepimpinan pendidikan, 30-40.
Chuaidi, M., & Wahab, J. A. (2024). Distributive Leadership Practices Of Administrators And It Relationship With Job Stress Of Elementary School Teachers. International Journal of Contemporary Education, Religious Studies and Humanities, 4(1), 55-64.
Chzin, D. T. J., & Surat, S. (2021). Sorotan literatur bersistematik: Faktor-faktor mempengaruhi pencapaian akademik pelajar. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(12), 137-157. https://doi.org/10.47405/mjssh.v6i12.1210
Cremin, T. (2022). Teaching English creatively. In Teaching English Creatively (pp. 1-11). Routledge.
Daka, H. (2020). Linking teacher effectiveness to school performance: evidence from rural day secondary schools in the Western province of Zambia.
De Jager, T. (2017). Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation, 53, 115-121. https://doi.org/10.1016/j.stueduc.2016.08.004
Derbala, R., & Yasin, R. M. (2022). Tahap pengetahuan, penerimaan, kesediaan dan amalan pengajaran guru pemulihan khas terhadap pengajaran terbeza. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001445-e001445. https://doi.org/10.47405/mjssh.v7i4.1445
Du Plessis, E. C., & Letshwene, M. J. (2020). A reflection on identified challenges facing South African teachers. The Independent Journal of Teaching and Learning, 15(2), 69-91.
Duquette, C. (2022). Finding a Place for Every Student: Inclusive practices, social belonging, and differentiated instruction in elementary classrooms. Pembroke Publishers Limited.
Edukasia, J. P. (2022). How to Improve the Performance of Public Elementary Schools? Empirical Evidence from Indonesia. Jurnal Prima Edukasia, 11(2), 235-246. http://dx.doi.org/10.21831/jpe.v11i2.60290
Elmer C, I. (2022). Differentiated Assessment in Araling Panlipunan 10: Enhanced Learning Activities. International Journal of Trend in Scientific Research and Development, 6(6), 971-986.
Emeka, A., Margaret, A. F., Jacob, O. N., & Olatunde-Aiyedun, T. G. (2021). Problems facing science teachers in public secondary schools in Nigeria and way forward. International Journal of Discoveries and Innovations in Applied Sciences, 1, 118-129.
Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022). The challenge of keeping teacher professional development relevant. In Leadership for Professional Learning (pp. 251-263). Routledge.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273
Galton, M., & Simon, B. (2023). Progress and performance in the primary classroom. Routledge. https://doi.org/10.4324/9781003361268
Gardner, H. (1983). Frames of Mind: A Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (2021). Disciplined mind: What all students should understand. Simon & Schuster.
Gautam, N. R., & Raj, N. (2022). Exploration Of Teachers’ practices Of Teaching With/Out Textbooks In Community Schools In Dhading (Doctoral dissertation, Kathmandu University School of Education).
Ginja, T. G., & Chen, X. (2020). Teacher Educators' Perspectives and Experiences towards Differentiated Instruction. International Journal of Instruction, 13(4), 781-798. https://doi.org/10.29333/iji.2020.13448a
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach. New York, NY: Pearson.
Graham, L. J., De Bruin, K., Lassig, C., & Spandagou, I. (2021). A scoping review of 20 years of research on differentiation: Investigating conceptualisation, characteristics, and methods used. Review of Education, 9(1), 161-198. https://doi.org/10.1002/rev3.3238
Gregory, G. H., & Chapman, C. (2012). Differentiated Instructional strategies: One size doesn?t fit all. Corwin press.
Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary educational psychology, 27(2), 167-208. https://doi.org/10.1006/ceps.2001.1087
Guiaselon, B., Luyugen-Omar, S., Mohamad, H., Sinsuat, D. R. R., Samson, C., Maidu, N., & Maguid, N. (2022). Mismatch of Teachers’ Qualifications and Subjects Taught: Effects on Students’ National Achievement Test. Psychology and Education: A Multidisciplinary Journal, 6(7), 573-590.
Gul, F., Ishtiaq, A., Amjad, F., Aslam, S., Afzaal, H. M., & Ahmad, S. (2023). Issues Faced By Academies Attending Students Alongside School Classes: A Survey Study At Secondary Level. Russian Law Journal, 11(12S), 724-732.
Hashim, M. I., & Mohamad, W. M. R. W. (2020). Faktor ketidaksediaan guru terhadap pelaksanaan kelas bercampur aras murid. Jurnal Dunia Pendidikan, 2(2), 196-204.
Hassan, H., & Ghani, M. F. A. (2022). Pengaruh komitmen guru dan penyeliaan guru besar terhadap pengurusan bilik darjah di sekolah rendah daerah Tenom, Sabah. JuPiDi: Jurnal Kepimpinan Pendidikan, 9(1), 56-76.
Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595-622. https://doi.org/10.1007/s10833-020-09377-0
Ibrahim, S. N. N., Kassim, S. N. I. A., Kamel, A. K. M., & Damanhuri, Z. (2023). Pelaksanaan Inovasi Bahan Kreatif Dalam Kalangan Guru Pendidikan Awal Kanak-Kanak. Jurnal Kesidang, 8(1), 371-379.
Ismail, M. I. H., & Aziz, A. (2019). TS25 schoolteachers’ perceptions of differentiated learning in diverse ESL classrooms. Journal of Education and Social Sciences, 1(13), 95-107.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International journal of Instruction, 11(3), 207-218. https://doi.org/10.12973/iji.2018.11315a
Jasni, S. R., Zailani, S., & Zainal, H. (2020). Impak pendekatan kreatif dalam pengajaran dan pembelajaran kosa kata arab. Bitara International Journal Of Civilizational Studies And Human Sciences (E-Issn: 2600-9080), 3(1), 10-21.
Jawan, H., & Mahamod, Z. (2021). Kaedah dan cabaran pengajaran terbeza dalam meningkatkan penguasaan membina ayat Bahasa Melayu murid sekolah rendah. Jurnal Dunia Pendidikan, 3(1), 67-77.
Jidin, M. R. (2022, June 25). Pembukaan sekolah baharu di kawasan kepadatan tinggi: KPM. Sinar Harian. https://www.sinarharian.com.my/article/208623/berita/nasional/pembukaan-sekolah-baharu-di-kawasan-kepadatan-tinggi-kpm.
Kanapathy, S. (2024). Differentiated Instruction: A Survey of Novice Teachers’ Understanding and Barrier to Implementation. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(4), e002778-e002778. https://doi.org/10.47405/mjssh.v9i4.2778
Kettler, T., & Taliaferro, C. (2022). Personalized learning in gifted education: differentiated instruction that maximizes students' potential. Routledge. https://doi.org/10.4324/9781003237136
Khan, A. S., Alnmer, S., & Khan, S. A. (2024). Maximizing Learning Potential: Integrating Multiple Intelligences Theory In EFL Teaching And Learning. Educational Administration: Theory and Practice, 30(2), 852-858. https://doi.org/10.53555/kuey.v30i2.2509
Kholidah, N., Maryani, I., & Latifah, A. (2024). Effectiveness of Differentiated Learning Approaches Based on Learning Styles in Improving Science Learning Outcomes: A Case Study at SD Muhammadiyah Noyokerten, Sleman. Journal of Social and Community Development, 1(1), 33-44. https://doi.org/10.56741/jscd.v1i01.653
Kiral, E. (2020). Excellent Leadership Theory in Education. Journal of Educational Leadership and Policy Studies, 4(1), n1.
Ladjaharun, H., & Ahmad, A. (2023). Pengajaran Terbeza: Kajian Tinjauan Terhadap Guru Sejarah Sekolah Menengah di Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), e002050-e002050. https://doi.org/10.47405/mjssh.v8i1.2050
Lang, A., & Noor, M. Y. (2024). Gaya Kepimpinan Demokratik Pentadbir Sekolah dan Hubungannya dengan Kerja Berintegriti dalam kalangan Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(2), e002686-e002686. https://doi.org/10.47405/mjssh.v9i2.2686
Lavania, M., & Nor, F. (2020). Barriers in differentiated instruction: A systematic review of the literature. Journal of Critical Reviews, 7(6), 293-297. http://dx.doi.org/10.31838/jcr.07.06.01
Leo, S. (2021). A challenging Book to practice Teaching in English. Penerbit Andi.
Lunsford, K. J. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels.
Mahamod, Z., Razak, K. A., & Rahman, A. A. (2020). Pengenalan tentang profesion keguruan dan pembangunan insan dalam konteks pendidikan.
Majid, N. A., Basri, A. H., Manogaran, L., Wahab, R. A., Raduan, I. H., Gani, H., & Sabudin, S. N. M. (2022). Tahap Penguasaan Guru-Guru Novis (Lanjutan) Matematik Sekolah Rendah Dalam Perlaksanaan Pengajaran Dan Pembelajaran Terbeza Kandungan. ICELAM, 2(2-12), 498-509.
Markelj, N., Kovac, M., Leskosek, B., & Jurak, G. (2024). Occupational Health Disorders Among Physical Education Teachers Compared to Classroom and Subject Specialist Teachers. Frontiers in Public Health, 12, 1390424. https://doi.org/10.3389/fpubh.2024.1390424
Markey, K., O’Brien, B., Kouta, C., Okantey, C., & O’Donnell, C. (2021). Embracing classroom cultural diversity: Innovations for nurturing inclusive intercultural learning and culturally responsive teaching. Teaching and Learning in Nursing, 16(3), 258-262. https://doi.org/10.1016/j.teln.2021.01.008
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936
Masingan, C., & Sharif, S. (2021). Amalan Pengintegrasian Teknologi Guru Bukan Pengkhususan Mata Pelajaran Reka Bentuk Dan Teknologi (RBT) Di Sekolah Menengah Berdasarkan Model SAMR. Jurnal Dunia Pendidikan, 3(3), 13-20.
McCray, C. R. (2022). Equitable Instruction, Empowered Students: A Teacher’s Guide to Inclusive and Culturally Competent Classrooms (Create an equitable instruction classroom culture that encourages equity and justice). Solution Tree Press.
Melesse, S. (2019). Teacher Educators' Contribution to Prospective Teachers' Multicultural Competence Development in Ethiopia.
Michael, J. (2023). Amalan dan masalah pendekatan pengajaran terbeza berpandukan MoLIB oleh guru Bahasa Melayu sekolah rendah kebangsaan. Jurnal Dunia Pendidikan, 5(1), 1-13.
Milinga, J. R., Amani, J., & Lyakurwa, S. E. (2023). Teachers’ perceptions of differentiated instruction for academically high-achieving secondary school students in Tanzania. Journal of Advanced Academics, 34(1), 68-102. https://doi.org/10.1177/1932202X221129970
Ministry of Education Malaysia [MOE]. (2013). Malaysian Education Blueprint (MEB) 2013 - 2025. Putrajaya: Ministry of Education Malaysia.
Ministry of Education Malaysia [MOE]. (2018). Circular letter of the Ministry of Education Malaysia No. 14 of 2018. Putrajaya: Ministry of Education Malaysia.
Mohammad, H., Razali, F. N., & Mahamod, Z. (2024). The Factors of Early Retired Teachers: A Case Study among Malay Language Teacher at Three Type Primary School in Gemencheh Zone. Jurnal Pendidikan Bahasa Melayu, 14(1), 76-88.
Moser, S., & Zumbach, J. (2018). Exploring the development and impact of learning styles: An empirical investigation based on explicit and implicit measures. Computers & Education, 125, 146-157.
Munoz-Martinez, Y., Monge-Lopez, C., & Torrego Seijo, J. C. (2020). Teacher education in cooperative learning and its influence on inclusive education. Improving Schools, 23(3), 277-290. https://doi.org/10.1177/1365480220929440
Mustaffa, Z., Hussin, Z., & Sulaiman, A. M. (2021). Pedagogi Terbeza untuk pengajaran guru terhadap kepelbagaian murid. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9), 202-214. https://doi.org/10.47405/mjssh.v6i9.997
Nadarajah, S. & Muhammad, W. M. R. (2023). Tahap Pengetahuan Pendekatan Terbeza dalam Kalangan Guru Bahasa Melayu. Jurnal Dunia Pendidikan 5(1), 570-581.
Norman, T. R. (2020). Creating inclusive classrooms through culturally responsive pedagogy. Rowan University.
O'Toole, L., Kiely, J., & McGillicuddy, D. (2019). Parental involvement, engagement and partnership in their children's education during the primary school years. National Parents Council.
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
Osa?, J. A., Amponsah, K. D., Ampadu, E., & Commey-m?ntah, P. (2021). Teachers’ experiences With Overcrowded Classrooms In A Basic School In Ghana. International Online Journal of Primary Education, 10(1), 73-88.
Ouyang, J., & Ye, N. (2023). Differentiated Instruction: Meeting the Needs of All Learners. Curriculum and Teaching Methodology, 6(11), 57-61.
Park, D., & Ramirez, G. (2022). Frustration in the classroom: Causes and strategies to help teachers cope productively. Educational Psychology Review, 34(4), 1955-1983. https://doi.org/10.1007/s10648-022-09707-z
Porter, L. (2020). Student behaviour: Theory and practice for teachers. Routledge.
Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (differentiated instruction) does matter! The effects of DI on secondary school students’ well-being, social inclusion and academic self-concept. In Frontiers in Education (Vol. 6, p. 729027). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.729027
Radi, N. and Amran, S. (2023). Strategi dan Cabaran Pelaksanaan Pendekatan Pembelajaran Terbeza dalam Kalangan Guru di Sekolah Rendah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), p. e002336. https://doi.org/10.47405/mjssh.v8i5.2336
Said, I., Ahmad, K., Seman, R., Ahmad, R. S., & Fadzil, M. F. (2020). 4K 1N Applications in 21st Century Learning and Facilitation: A Study of the Teaching of Form Six Teachers in Kubu Pasu District. Journal of Advanced Research in Social and Behavioural Sciences, 19(1), 64-79. https://doi.org/10.37934/arsbs.19.1.6479
Saihu, S. (2020). The urgency of total quality management in academic supervision to improve the competency of teachers. Edukasi Islami: Jurnal Pendidikan Islam, 9(02), 297-323.
Samaranayake, P. N. (2020). Student-centered learning with technology. Journal of Instructional Technology, 45(6), 459-467.
Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education 34(4), 309-327. https://doi.org/10.1080/01626620.2012.717032
Sawyer, K. (2019). The creative classroom: Innovative teaching for 21st-century learners. Teachers College Press.
Shareefa, M., Zin, R. H. A. M., Abdullah, N. Z. M., & Jawawi, R. (2019). Mainstream and special education teachers' implementation of differentiated instruction.
Silva, R. B. da, Moura & Cestari, L. A. dos S. (2017). Learning at institution of higher education versus the teacher’s role in classroom. American Journal of Educational Research 5(7), 762–769. https://doi.org/10.12691/education-5-7-11.
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.
Sternberg, R. J., Kaufman, J. C., & Karami, S. (Eds.). (2023). Intelligence, Creativity, and Wisdom: Exploring Their Connections and Distinctions. Springer Nature.
Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. ASCD.
Sulaiman, M., & Wok, W. C. (2018). Tinjauan tentang pengetahuan dan penerimaan terhadap pengajaran berbeza dalam kalangan siswa pendidik Program Ijazah Sarjana Muda Perguruan. In Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam (pp. 283-294).
Suprayogi, M. N., & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. Ponte Journal, 72(6), 2-18.
Suryati, I., & Ratih, K. (2024). How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms. Voices of English Language Education Society, 8(1), 150-162. https://doi.org/10.29408/veles.v8i1.24451
Swargiary, K. (2024). Navigating the Modern Classroom: A Teacher's Journey. LAP.
Taole, M. J. & Cornish, L. 2017. Identifying the professional knowledge base for multi-grade teaching. The Online Journal of New Horizons in Education 7(4): 42-51.
Taylor, D. L., Yeung, M., & Bashet, A. Z. (2021). Personalized and adaptive learning. Innovative learning environments in STEM higher education: Opportunities, Challenges, and Looking Forward, 17-34.
Tomlinson, C. A. (1999). Mapping a route toward differentiated instruction. Educational leadership, 57, 12-17.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Tomlinson, C. A. (2022). Everybody's classroom: differentiating for the shared and unique needs of diverse students. Teachers College Press.
Tomlinson, C. A., & Imbeau, M. B. (2023). Leading and managing a differentiated classroom. Ascd.
Tzenios, N. (2022). Learner-centered Teaching. International Research Journal of Modernization in Engineering Technology and Science, 4(12), 916-919. https://www.doi.org/10.56726/IRJMETS32262.
Villegas, M. F. (2021). Parent-teachers association: Its contribution to school development. International Journal of Advanced Research in Management and Social Sciences, 10(7), 1-30.
Vyas, Meghana & Gupta, Manisha. (2024). Teaching quality and Non-academic responsibilities of Teachers. The Empirical Economics Letters, 22, 342-353.
Warsi, L. Q., Naseer, R., & Asghar, M. (2024). Causes of Deterioration of Elementary Education and Potential Solutions. Qlantic Journal of Social Sciences and Humanities, 5(2), 243-253. https://doi.org/10.55737/qjssh.5011978450
Wee, K. Q., & Mahamod, Z. (2023). Pengetahuan, Sikap Dan Amalan Guru Bahasa Melayu Sekolah Jenis Kebangsaan Cina Terhadap Pendekatan Pengajaran Terbeza. International Journal of Education and Pedagogy, 5(2), 1-14.
Yulianti, K., Denessen, E., Droop, M., & Veerman, G. J. (2021). Transformational leadership for parental involvement: How teachers perceive the school leadership practices to promote parental involvement in children’s education. Leadership and Policy in Schools, 20(2), 277-292. https://doi.org/10.1080/15700763.2019.1668424
Yusoff, A. (2022). Tahap kefahaman guru bahasa inggeris terhadap pedagogi terbeza. International Online Journal of Language, Communication, and Humanities, 112-121.
Yusoff, K. M., Hamid, A. H. A., & Othman, N. (2022). Hubungan amalan kepimpinan transformasional guru besar dan kepuasan kerja guru sekolah transformasi 25 di Daerah Jerantut. Jurnal Dunia Pendidikan, 3(4), 388-402. https://doi.org/10.55057/jdpd.2022.3.4.31
(Hajis & Othman, 2024)
Hajis, S. A., & Othman, N. (2024). Navigating Challenges and Strategies in Implementing Differentiated Instruction: A Conceptual Overview. International Journal of Academic Research in Business and Social Sciences, 14(8), 1182–1199.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
