Analysing Teachers’ Strategies in Teaching Mixed-Abilities Classes at Singaraja Montessori School
DOI:
https://doi.org/10.61104/alz.v4i4.7279Keywords:
Mixed-Ability Classes, Montessori Education, Teaching StrategiesAbstract
Penelitian ini dilatarbelakangi oleh meningkatnya keberagaman karakteristik peserta didik dalam kelas dengan kemampuan yang beragam (kelas kemampuan campuran) di Singaraja Montessori School, khususnya pada kelas Octopus. Penelitian ini bertujuan untuk menganalisis strategi yang digunakan guru dalam mengajar siswa yang memiliki perbedaan kemampuan, latar belakang, dan gaya belajar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi yang melibatkan dua orang guru. Hasil penelitian menunjukkan bahwa guru menerapkan dua strategi utama, yaitu pembelajaran berdiferensiasi (differentiated instruction) dan tutor sebaya (peer tutoring) untuk mengakomodasi keberagaman siswa. Pembelajaran berdiferensiasi diterapkan melalui diferensiasi proses, produk, dan lingkungan belajar, meskipun implementasinya masih lebih fokus pada penyesuaian tingkat kesulitan tugas dibandingkan variasi metode menyampaikan pembelajaran. Sementara itu, tutor sebaya mendorong kolaborasi antarsiswa, meningkatkan pemahaman akademik, serta mengembangkan keterampilan sosial seperti komunikasi, kerja sama, dan tanggung jawab. Meskipun masih terdapat keterbatasan dalam desain lingkungan belajar dan praktik diferensiasi yang lebih komprehensif, kedua strategi tersebut mampu menciptakan lingkungan belajar yang lebih inklusif, menarik, dan berpusat pada siswa. Temuan ini menegaskan pentingnya penerapan strategi pembelajaran yang adaptif untuk mendukung keberhasilan belajar siswa di kelas dengan kemampuan yang beragam pada konteks pendidikan Montessori .
References
Aeti, S., Sumarno, S., & Dwijayanti, I. (2025). Development of Student Worksheets for Inquiry Model in Differentiated Learning to Improve Students’ Critical Thinking. Journal of Innovation and Research in Primary Education, 4(2), 63–71. https://doi.org/10.56916/jirpe.v4i2.1191
Agustin, V. Dela. (2020). Manfaat Program Pendidikan Inklusi Di Kiddy Land Dengan Metode Montessori Di Kota Padang. Jurnal Nalar Pendidikan, 8(1), 47–54. https://doi.org/10.26858/jnp.v8i1.13595
Almujab, S. (2023). Pembelajaran Berdiferensiasi: Pendekatan Efektif Dalam Menjawab Kebutuhan Diversitas Siswa. Oikos: Jurnal Kajian Pendidikan Ekonomi Dan Ilmu Ekonomi, 8(1), 1–17. https://journal.unpas.ac.id/index.php/oikos/article/view/12528
Altaee, R. Z., & Al-Kazzaz, D. A. (2024). Design Guidelines for Active Learning – A Case Study of Contemporary Schools. International Journal of Sustainable Development and Planning, 19(12), 4635–4652. https://doi.org/10.18280/ijsdp.191212
Altohami, W. M. A., Hashem, M. E., Omar, A., & Hussein, M. S. M. (2022). Technological Affordances and Teaching in EFL Mixed-ability Classes during the COVID-19 Pandemic. International Journal of Advanced Computer Science and Applications, 13(3), 371–380. https://doi.org/10.14569/IJACSA.2022.0130346
Anggriani, S. P., Handayani, B. S., & Hadratullaili, H. (2023). Implementation Teaching at the Right Level (TaRL) Approach to Improve Learning Outcomes of X IPA 2 SMAN 2 Labuapi. Biota, 16(2), 146–155. https://doi.org/10.20414/jb.v16i2.469
Awais Irshad, M., Muhammad Amir, R., & Shaharyar Rafaqat, M. (2024). Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment. Journal of Asian Development Studies, 13(3), 1323–1332. https://doi.org/10.62345/jads.2024.13.3.108
Bhandari, B. L., Bhandari, L. P., & Baguinat, N. S. (2025). Teachers’ Practices of Differentiated Instruction in Mixed-Ability Classrooms. JOLLT Journal of Languages and Language Teaching, 13(2), 912–923. https://doi.org/10.33394/jollt.v13i2.13573
Deniz, Ş. (2025). A Systematic Research on Exploring How Differentiated Instruction Can Provide a Remedy to Facilitate and Promote Learning. Kastamonu Eğitim Dergisi, 33(3), 513–522. https://doi.org/10.24106/kefdergi.1748550
Dumasari, R., Sutisna, A., Hadiyanti, P., & Mawardi, M. (2024). Evaluating Technical Guidance in the Functional Role of Learning Facilitators: A Multidimensional Approach to Enhancing Educational Outcomes. Journal of Nonformal Education, 10(1), 135–146. https://doi.org/10.15294/jone.v10i1.255
Farley, I. A., & Burbules, N. C. (2022). Online education viewed through an equity lens: Promoting engagement and success for all learners. Review of Education, 10(3), 1–26. https://doi.org/10.1002/rev3.3367
Fitria, T. N. (2026). Differentiated Instruction : Integrating Content, Process, Product, and Learning Environment for Diverse Learners in English Language Teaching (ELT). LINGPOET: Journal of Linguistics and Literary, 7(11), 94–109. https://talenta.usu.ac.id/lingpoet/article/view/22644
Garcia-Peinado, R. (2024). The impact of classroom climate on emotional development in childhood. Environment and Social Psychology, 9(1), 1–17. https://doi.org/10.54517/esp.v9i1.1868
Goyibova, N., Muslimov, N., Sabirova, G., Kadirova, N., & Samatova, B. (2025). Differentiation approach in education: Tailoring instruction for diverse learner needs. MethodsX, 14, 103163. https://doi.org/10.1016/j.mex.2025.103163
Hasanah, L., Putri, A. M. J., ‘Aisy, R. R., Budiani, N. P., & Munjida, S. (2024). Implementasi Prinsip Pembelajaran Model Montessori dalam Pengembangan Kurikulum PAUD. Jurnal Pendidikan Tambusai. 8(2), 21864–21879. https://jptam.org/index.php/jptam/article/view/18132
Heng, D., Pang, S., & Em, S. (2023). Challenges of teaching mixed-ability efl classes: a study of two private schools. PROJECT (Professional Journal of English Education), 6(3), 591–604. http://journal.ikipsiliwangi.ac.id/index.php/project/article/view/17453
Hidayat, N., Ruhiat, Y., Anriani, N., & Suryadi, S. (2024). The Impact of Differentiated Learning, Adversity Intelligence, and Peer Tutoring on Student Learning Outcomes. IJORER : International Journal of Recent Educational Research, 5(3), 537–548. https://doi.org/10.46245/ijorer.v5i3.586
Hove, N. (2022). The inclusiveness of mixed ability grouping in Johannesburg primary schools. South African Journal of Childhood Education, 12(1), 1–9. https://doi.org/10.4102/sajce.v12i1.1047
Huang, H. W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18–40. https://doi.org/10.14742/ajet.6623
Husnaini, H., Syam, A. T., Niken, N., & Soares, A. (2024). Teachers’ Strategies in Teaching Speaking at High Schools: Obstacles and Challenges. Linguistics Initiative, 4(2), 243–262. https://doi.org/10.53696/27753719.42165
Ishaka, H. (2026). Peer Tutoring Model in Enhancing Student Learning Outcomes at the Educational Action Research. Journal of Foreign Language Teaching and Learning, 11(1), 82–110. https://doi.org/10.18196/ftl.v11i1.29229
Kersna, L., Lepp, L., Pedaste, M., & Laak, K. J. (2025). Supporting self-regulated learning in primary education: insights from a Montessori classroom. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1594556
Kottacheruvu, N., & Jampa, S. (2024). Strategies for Managing Mixed Ability Classes in English Language Teaching. International Journal of Religion, 5(10), 4069–4073. https://doi.org/10.61707/5m9qvk87
Leuwol, F. S., Prayitno, M. A., Taryana, T., Suprihartini, Y., & Haddar, G. Al. (2023). Inclusive Education Perspectives: Montessori And Vygotsky’s Approaches To Creating A Supportive Learning Environment For All Children. Indonesian Journal of Education (INJOE), 3(2), 247–256. https://injoe.org/index.php/INJOE/article/view/65
Marmet, M. D. (2023). Bridging the power gap: the impact of pedagogical strategies and relationship-building on student success. Journal of Research in Innovative Teaching and Learning, 16(2), 192–209. https://doi.org/10.1108/JRIT-01-2023-0009
Muarifah Ngewa, H., & Kamariah Hasis, P. (2020). Pendekatan Model Pembelajaran Montessori pada Pendidikan Anak Usia Dini. EDUCHILD: Jurnal Pendidikan Islam Anak Usia Din, 3(1), 809–820. https://doi.org/10.30863/educhild.v3i1.5480
Nardacchione, G., & Peconio, G. (2022). Peer Tutoring and Scaffolding Principle for Inclusive Teaching. Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives, 1(1–2), 1–2. https://doi.org/10.7358/elem-2021-0102-nape
Pratiwi, W. R. (2025). Transforming Education with the "Merdeka Belajar Curriculum: Digging into Challenges and Crafting Effective Strategies in Rural Indonesia. ENGLISH FRANCA Academic Journal of English Language and Education, 9(1), 111–128. https://doi.org/10.29240/ef.v9i1
Prima, A. (2024). Integrasi Manajemen Strategis dan Kebijakan Penyelenggaraan Sekolah Dasar Inklusi dalam Mengatasi Burnout pada Implementasi Kurikulum Merdeka. Alifbata : Jurnal Pendidikan Dasar, 4(2), 49–65. https://doi.org/10.51700/alifbata.v4i2.752
Qasserras, L. (2024). the Role of Visual Learning Aids Across Diverse Learning Styles in High School Education. European Journal of Applied Linguistics Studies, 7(2), 68–81. https://doi.org/10.46827/ejals.v7i2.550
Rafi, F., & Pourdana, N. (2023). E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework. Language Testing in Asia, 13(6), 1–18. https://doi.org/10.1186/s40468-023-00223-7
Rafiuddin, A., & Darmawan, D. (2023). The dynamics of student social interaction with teachers and peers: Its influence on academic achievement at MA Miftahut Thullab Sampang. Kabillah: Journal of Social Community, 8(2), 161–170.
Rigianti, H. A. (2023). the Concept of Differentiated Learning: Elementary School Learning Diversity Solution. JURNAL PAJAR (Pendidikan Dan Pengajaran), 7(2), 285–298. https://doi.org/10.33578/pjr.v7i2.8992
Saha, B., & Adhikari, A. (2023). International Journal of Research Publication and Reviews The Montessori Method of Education of the Senses : The Case of the Children’s Houses. International Journal of Research Publication and Reviews, 4(5), 6671–6673. https://www.researchgate.net/profile/Anasuya-Adhikari-2/publication/371172660_The_Montessori_Method_of_Education_of_the_Senses_The_Case_of_the_Children’s_Houses/links/64778571d702370600c50fce/The-Montessori-Method-of-Education-of-the-Senses-The-Case-of-th
Siefer, K., Leuders, T., & Obersteiner, A. (2021). Which Task Characteristics Do Students Rely on When They Evaluate Their Abilities to Solve Linear Function Tasks? – A Task-Specific Assessment of Self-Efficacy. Frontiers in Psychology, 12:596901, 1–14. https://doi.org/10.3389/fpsyg.2021.596901
Sutrisno, L. T., Muhtar, T., & Herlambang, Y. T. (2023). Efektivitas Pembelajaran Berdiferensiasi Sebagai Sebuah Pendekatan untuk Kemerdekaan. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 7(2), 753–764. https://doi.org/10.20961/jdc.v7i2.76475
Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R. (2021). The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis. SAGE Open, 11(4), 1–17. https://doi.org/10.1177/21582440211060823
Tavares, V. (2023). Teaching in Diverse Lower and Upper Secondary Schools in Norway: The Missing Links in Student Teachers’ Experiences. Education Sciences, 13(4), 1–12. https://doi.org/10.3390/educsci13040420
Yesil, L. B., & Saralar-Aras, I. (2024). The significance of flexible learning spaces and student-centred pedagogies in school settings: A comparative case study. International Education Journal, 23(1), 1–24. https://openjournals.library.sydney.edu.au/IEJ/article/view/15573
Zitha, I., Mokganya, G., & Sinthumule, O. (2023). Innovative Strategies for Fostering Student Engagement and Collaborative Learning among Extended Curriculum Programme Students. Education Sciences, 13(12). https://doi.org/10.3390/educsci13121196
Zydziunaite, V., Kaminskiene, L., Jurgile, V., & Jezukeviciene, E. (2022). ‘Learning to Learn’ Characteristics in Educational Interactions between Teacher and Student in the Classroom. European Journal of Contemporary Education, 11(1), 213–240. https://doi.org/10.13187/ejced.2022.1.213
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Putu Aprilia Sinta Putri Utami, Ni Nyoman Padmadewi, Kadek Sintya Dewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a 