Valeria Suryani Kurnila, Dwi Juniati, Agung Lukito
This study used a qualitative approach with a descriptive research type to investigate mathematics teachers' knowledge of Differentiated Instruction (DI) lesson planning utilizing Problems with Contradictory Information (PCI). This study involved the expert teacher and the novice teacher. The instruments were a test, a DI design worksheet, and an interview guideline. The study results showed that both teachers had good knowledge of four indicators: planning or selecting appropriate activities, choosing assessment formats, planning appropriate methods for representing mathematical ideas, and identifying different approaches for solving mathematical problems. Both teachers could not predict students' responses when given problems with contradictory information. This indicator should be improved when planning DI using PCI for both expert and novice teachers. This research can improve teachers' ability to apply DI and integrate PCI and DI in mathematics learning. © 2025 Author(s).
Mathematics Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Katolik Indonesia Santu Paulus Ruteng, Manggarai, Indonesia
