Trend issues and challenges on Differentiated Instruction Framework in Mathematics Education: A Systematic Literature Review Hendra Lesmana (a,b*), Yaya Sukjaya Kusumah (a), Dadang Juandi (a)
(a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
(b) Mathematics Education Study Program, Faculty of Teacher Training and Education, Sriwijaya University, Sumatera Selatan, Indonesia
(*) hendralesmana1302[at]gmail.com or hl1302[at]upi.edu
Abstract
Differentiated instruction which is part of inclusion education is very much discussed in Indonesia. But, a lot of references which has no good quality in term of differentiated instruction, whereas the good literature is a very important thing to conduct the good research. In this study, 15 articles were collected from Scopus, Science Direct, and Taylor & Francis Online which has good rate for their index. This study conducted in Systematic Literatures Review (SLR) that using PRISMA protocol as a discovery strategy. Differentiated parts, publication type, demography, journal indexer, field of study, access, and using integration of other research Parameters were used as inclusion criteria in this study. All of collected data were analyzed descriptively. The results show that the research about differentiated instruction often distinct in content by learning profiles, published as journal article, conducted in US, indexes by Scopus, in language field of study in open access, and technology were using on conducting differentiated instruction were assisted by computer. This study may have contributions in differentiated instruction implementation on the future learning. The discuss in this study through the limitations provides important information as a rational of the futures research. This study has some recommendation for other researcher to conduct the study relate to differentiated instruction according to the gap findings in the results.
