Exploring Differentiated Instruction Practices in Managing Multigrade Primary Classrooms

Multigrade classrooms present considerable challenges for teachers, particularly when they are required to implement differentiated instruction (DI) that addresses diverse student needs. This study aims to explore how differentiated instruction (DI) is planned and implemented in a rural multigrade primary school and to identify enabling factors and challenges of DI in SDN Ngadisari I, a small rural primary school in Probolinggo Regency, Indonesia. Employing a qualitative case study design, the study involved eight participants (one principal and seven teachers) from a rural multigrade primary school, selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that successful DI practices were supported by teachers’ positive attitudes, sufficient pedagogical knowledge, strong school management, and well-structured instructional strategies. Nevertheless, teachers faced challenges including limited instructional time, varied student characteristics, heavy workloads, and a lack of teaching resources. To overcome these barriers, teachers adopted strategies such as integrating cross-grade themes, managing time proportionally, developing self-directed learning materials, and involving senior students in supporting younger peers. The study underscores the importance of policy support, continuous professional training, and the provision of contextually relevant learning resources to strengthen the effectiveness of DI in multigrade classrooms.