A Comparison of Pedagogical Strategies: The Implementation of Differentiated Instruction in the Merdeka Curriculum and an Inquiry-Based Approach in Deep Learning at the Elementary School Level (A Literature Review)
Perbandingan Strategi Pedagogis: Implementasi Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka dan Pendekatan Berbasis Inkuiri dalam Deep Learning di Tingkat Sekolah Dasar (Studi Pustaka)
Keywords:
Differentiated Instruction, Inquiry-Based Approach, Deep Learning, Merdeka Curriculum, Elementary School, Literature ReviewAbstract
Contemporary education at the elementary school level faces the dual demands of creating inclusive learning environments while fostering deep learning. This literature review aims to comparatively analyze two primary pedagogical strategies: Differentiated Instruction (DI) within the context of the Merdeka Curriculum and the Inquiry-Based Approach (IBA) as a vehicle for deep learning. Through a systematic analysis of relevant academic literature, this study maps the theoretical foundations, implementation models, and fundamental similarities and differences between the two approaches. The findings indicate that DI focuses on equitable access by responding to student diversity, whereas IBA concentrates on the depth of understanding through investigative processes. It was found that these two strategies are not mutually exclusive but are, in fact, complementary. The primary synthesis recommends an integrated model where IBA is used as a macro-framework, and the principles of DI are implemented as micro-strategies within each phase to create an adaptive, challenging, and inclusive learning environment.
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