Differentiated Learning and Critical Thinking in Elementary Indonesian Language
Differentiated instruction has been positioned as a cornerstone strategy within Indonesia's Independent Curriculum (Kurikulum Merdeka) for accommodating learner diversity and fostering higher-order thinking skills, yet empirical evidence on its implementation in elementary Indonesian language learning remains limited. This descriptive qualitative study examined the implementation of differentiated instruction, students' critical thinking skills, and associated teacher challenges in a Grade V class (n = 26) at SD Negeri 20 Palu. Data were collected through structured observation checklists, semi-structured teacher interviews, and documentation, then analyzed using Miles et al.'s (2014) interactive model. Findings revealed that 90% of observed differentiation indicators were implemented, encompassing student needs mapping, varied instructional methods, tiered resources and assessment, and technology use; however, structured collaborative learning was absent in observed practice despite being reported by the teacher. Students' critical thinking skills showed progressive development across three topics (number writing: 56.73%; command sentences: 65.38%; scanning reading: 75.00%), with higher-order indicators, particularly drawing conclusions, consistently weaker than surface-level explanatory skills. Principal implementation challenges included time constraints, materials adaptation demands, limited learning resources, and absence of formal professional development in differentiated instruction. These findings extend existing literature by demonstrating that partial but meaningful differentiation, even without formal teacher training, generates measurable critical thinking gains, while confirming a theory-practice gap in collaborative learning common across resource-constrained contexts globally. Sustained professional development and structured institutional support are recommended to strengthen differentiated instruction practice.