Lina Rihatul Hima, Tatik Retno Murniasih, Hersiyati Palayukan, Ali Shodikin
The independent curriculum is a method of learning related to talents and interests. Students can choose any field of study according to their interests. Efficient learning will provide better results in the quality of the process and student learning outcomes. One of the innovations that teachers can do is to do differentiated learning. Mathematics is one of the most important sciences in all areas of human life. Many students still consider math difficult because students are afraid, do not want to learn and accept the material so they are lazy to learn math. This research design is a descriptive qualitative research design that aims to analyze differentiated learning strategies in the independent curriculum in mathematics learning at one of the senior high school in Kediri City. The study employed observation and interviews for data collection, directly conducted at the host school with teachers and students. Supporting tools included observation sheets and interview instructions. Data analysis encompassed thematic analysis, coding, interpretation, and reporting on differentiated learning in mathematics education. The results of the research include: (1) High school students in Kediri have slowly followed the implementation of the independent learning curriculum. Students are gradually given freedom in choosing learning materials; (2) There are four aspects of differentiated learning that are under the control of the teacher: content, process, product, and environment or learning climate in the classroom. These four elements have slowly been applied both in schools by teachers and high school students in mathematics learning; and (3) libraries in high schools are slowly digitizing their collections in the form of e-books and using e-libraries to expand student learning resources and support current information and technology (IT) developments in mathematics learning. © 2025 American Institute of Physics Inc.. All rights reserved.
Departement of Mathematics Education, Universitas Nusantara PGRI Kediri, Kediri, Indonesia; Departement of Mathematics Education, Universitas PGRI Kanjuruhan Malang, Malang, Indonesia; Program Studi Pendidikan Matematika, Universitas Kristen Indonesia Toraja, South Sulawesi, Toraja, Indonesia; Departement of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
