Evaluation of Differentiated Instruction Using a Culturally Responsive Teaching Approach to Improve Map Literacy Among High School Students in Gunungkidul
Keywords:
Evaluation, Differentiated Instruction, Culturally Responsive Teaching (CRT), Geography, Provus Discrepancy Model
Abstract
Differentiated instruction implemented through the CRT approach is one effort to realize student-centered learning while supporting the development of map literacy. This study aims to evaluate the implementation of student-centered learning that supports the development of map literacy. This study aims to evaluate the implementation of differentiated instruction using the CRT approach, covering aspects of planning, implementation, the gap between standards and instructional practices, as well as supporting and inhibiting factors in fostering map literacy among SAM students in Gunungkidul. This study employed a mixed-methods approach with a sequential explanatory design and the Provus Discrepancy evaluation model. The research was conducted at four public high schools in Gunungkidul, involving teachers, students, and school stakeholders. Data collection techniques included observation, interviews, documentation, and questionnaire distribution. The data were analyzed using both quantitative and qualitative descriptive methods. The results of the “ ” study indicate that the planning and implementation of instruction fall into the “good” to “very good” categories. The implementation of differentiated instruction was evident through differentiation in content, process, and products, whereas the application of CRT still requires strengthening, particularly regarding the integration of student culture and culturally responsive assessment. The evaluation revealed a discrepancy between ideal standards and actual implementation. The instruction delivered supports the development of map literacy through learning experiences that take into account students’ needs, characteristics, and cultural backgrounds.
References
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Ekawati, E. Y., & Iriani, A. (2020). Evaluasi Discrepancy Program Parenting Class dalam Rangka Meningkatkan Hubungan Masyarakat. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 117. https://doi.org/10.31004/obsesi.v5i1.525
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Harahap, H., Zulqaidah, Rama Satya Tanjung, Khairul Amri Silalahi, & Muhammad Iqbal. (2024). Model Evaluasi dalam Program Pendidikan. Indo-MathEdu Intellectuals Journal, 5(3), 3382–3391. https://doi.org/10.54373/imeij.v5i3.1364
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Nursa’ban, M., & Mukminan, M. (2023). The implementation of Geography learning with spatial representation using the discrepancy evaluation model. REID (Research and Evaluation in Education), 9(1), 49–64. https://doi.org/10.21831/reid.v9i1.53505
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Rusman, M. P. (2017). Belajar & pembelajaran: Berorientasi standar proses pendidikan. Prenada Media.
Rychly, L., & Graves, E. (2012). Teacher Characteristics for Culturally Responsive Pedagogy. Multicultural Perspectives, 14(1), 44–49. https://doi.org/10.1080/15210960.2012.646853
Sanjaya, W. (2015). Perencanaan dan Desain Sistem Pembelajaran. Kencana.
Saputra, D. G., & Suharti, S. (2024). Differentiated Learning Models Based on Students’ Talents and Interests for Inclusive Education in the Context of Globalized Learning Environments. Global Education : International Journal of Educational Sciences and Languages, 1(1), 46–54. https://doi.org/10.70062/globaleducation.v1i1.305
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Syarizka, D. (2022). The Transformation of Tech in Asia Indonesia into Subscription Based Digital Media amid The Covid-19 Pandemic. Jurnal Komunikasi, 14(1), 77. https://doi.org/10.24912/jk.v14i1.13348
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Tomlinson, C. A., Pearson, >, Indianapolis, C., York, N., San, C., Cape, F. A., Dubai, T., Madrid, L., Munich, M., Montreal, P., Delhi, T., Sao, M. C., Sydney, P., Kong, H., Singapore, S., & Tokyo, T. (2014). T E □ IFFEREN IATE□. www.ascd.org/epubs.
Vavrus, M. (2008). Culturally responsive teaching. 21st Century Education: A Reference Handbook, 2, 49–57.
Wulandari, A. ,S. ,. (2022). Literature Review: Pendekatan Berdiferensiasi Solusi Pembelajaran dalam Keberagaman. JURNAL PENDIDIKAN MIPA, 12(3), 682–689. https://doi.org/10.37630/jpm.v12i3.620
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Johnson, V. A., Ronan, K. R., Johnston, D. M., & Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 0, 107–123. https://doi.org/10.1016/j.ijdrr.2014.04.001
Kalın, B., & Yeşilyurt, M. (2025). The effect of disaster risk perceptions on disaster preparedness levels of students at a university in Turkey. BMC Emergency Medicine, 25(1). https://doi.org/10.1186/s12873-025-01263-3
Kivi, H. K., Rezaee, R., Peyravi, M., & Marzaleh, M. A. (2023). Identifying the components and effective factors in disaster education to improve adolescents’ resilience: A thematic analysis. Journal of Education and Health Promotion, 12(1), 1–8. https://doi.org/10.4103/jehp.jehp
Mardiatno, D., Sunarto, WF, L. R., Saptadi, G., & Ayuningtyas, E. A. (2015). Risk mapping and tsunami mitigation in Gunungkidul area, Yogyakarta. AIP Conference Proceedings.
Muttarak, R., & Wiraporn, P. (2013). The role of education on disaster preparedness: Case study of 2012 Indian Ocean earthquakes on Thailand’s Andaman coast. Ecology and Society, 18(4), 1–16. https://doi.org/10.5751/ES-06101-180451
Patel, R. K., Pamidimukkala, A., Kermanshachi, S., & Etminani-Ghasrodashti, R. (2023). Disaster preparedness and awareness among university students: a structural equation analysis. International Journal of Environmental Research and Public Health, 20(5). https://doi.org/10.3390/ijerph20054447
Peek, L. (2008). Children and disasters: understanding vulnerability, developing capacities, and promoting resilience — An introduction. Children, Youth and Environments, 18(1), 1–29. https://doi.org/10.1353/cye.2008.0052
Pertiwi, H., & Zakiyah. (2021). Factors affecting students level of disaster preparedness knowledge. Jurnal Kesehatan, 12(2), 199–204.
Revich, K., & Chatte, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. Broadway Books.
Setiawan, G. D., Puger, I. G. N., Yaniasti, N. L., Tjahyanti, L. P. A. S., Dewi, K. Y. F., Mudarya, N., & Siswanti, D. (2020). Pelatihan konselor tutor sebaya untuk pengembangan resiliensi konseli di SMK Triatmajaya Singaraja. Jurnal Jnana Karya, 01(01), 11–20.
Shiwaku, K., Sakurai, A., & Shaw, R. (2016). Disaster resilience of education systems. Springer. https://doi.org/10.1007/978-4-431-55982-5_12
Sihwanti, P. F., Prasongko, B. K., & Riswandi, H. (2022). Geologi dan analisis risiko bencana tsunami daerah pantai parangtritis dan sekitarnya, Kabupaten Bantul, Daerah Istimewa Yogyakarta. Jurnal Ilmiah Geologi Pangea, 9(2), 65–74.
Sukma, M., Fithria, R., Susanti, R., Khanh, V. K., Putra, F. A., & Salsabila, M. (2025). The effect of disaster education eeslience among students in Indonesia: a systematic review. Sumatra Journal of Disaster, Geography and Geography Education, 9(1), 32–37. https://doi.org/10.24036/sjdgge.v9i1.638
Widiyantoro, S., Gunawan, E., Muhari, A., Rawlinson, N., Mori, J., & Hanifa, N. R. (2020). Implications for megathrust earthquakes and tsunamis from seismic gaps south of Java Indonesia. Scientific Reports, 1–11. https://doi.org/10.1038/s41598-020-72142-z
Ananda, R. (2019). Perencanaan Pembelajaran (Amiruddin, Ed.). Lembaga Peduli Pengembangan Pendidikan Indonesia (LPPPI).
Arikunto, S., & Jabar, C. , S. ,A. ,. (2018). Evaluasi Program Pendidikan. Bumi Akasara.
Astuti, M. (2022). Evaluasi Pendidikan. Deepublish.
Barlian, U. C., Yuni, A. S., Ramadhanty, R. R., & Suhaeni, Y. (2023). Implementasi Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Pada Mata Pelajaran Bahasa Inggris. ARMADA : Jurnal Penelitian Multidisiplin, 1(8), 815–822. https://doi.org/10.55681/armada.v1i8.742
Chatib, M. (2021). Semua Anak Bintang. Kaifa.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Ekawati, E. Y., & Iriani, A. (2020). Evaluasi Discrepancy Program Parenting Class dalam Rangka Meningkatkan Hubungan Masyarakat. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 117. https://doi.org/10.31004/obsesi.v5i1.525
Fadhilah, N., & Asmaah. (2023). Model Discrepancy Sebagai Evaluasi Program Pendidikan. At Turots: Jurnal Pendidikan Islam, 5(2), 11108–11117. https://doi.org/10.51468/jpi.v3i1.56
Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504
Fa’uzobihi, & Supriyati, Y. (2019). Evaluasi Dampak Program Pembelajaran Jarak Jauh Sekolah Tinggi Ilmu Ekonomi Pertiwi (Sebuah Pendekatan Kualitatif dengan Menggunakan Disscrepancy Model). Jurnal Ilmiah Mandala Education. http://ejournal.mandalanursa.org/index.php/JIME/index
Febriana. (2021). Evaluasi Pembelajaran. Bumi Aksara.
Gay, G. (2000). Culturally Responsive Teaching : Theory, Research, and Practice Multicultural Education Series . Teachers College Press.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, Taylor & Francis, 43(1), 48-70.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Harahap, H., Zulqaidah, Rama Satya Tanjung, Khairul Amri Silalahi, & Muhammad Iqbal. (2024). Model Evaluasi dalam Program Pendidikan. Indo-MathEdu Intellectuals Journal, 5(3), 3382–3391. https://doi.org/10.54373/imeij.v5i3.1364
Istika, W., Hartono, W., & Siswanto, J. (2024). Analisis Gaya Belajar Diferensiasi Terintegrasi Budaya(Crt) Pada Materi Ekonomi Menggunakan Pembelajaran Berbasis Masalah. Jurnal Inovasi Pendidikan IPS, 4(1).
Kasanah, U., Suastika, I. N., & Parmiti, D. P. (2025). Cultivating global diversity character through culturally responsive and differentiated learning in heterogeneous elementary schools. Psychology, Evaluation, and Technology in Educational Research, 8(1), 35–47. https://doi.org/10.33292/petier.v8i1.302
Kementriaan Pendidikan Dasar dan Menengah. (2025). Pembelajaran dan Asesmen.
L. McKoy, Rebecca B. MacLeod, Jennifer S. Walter, & D. Brett Nolker. (2017). The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching. Journal of Music Teacher Education Volume26, 26(2), 50–63.
Marantika, J. E. R., Tomasouw, J., & Wenno, E. C. (2023). Implementasi Pembelajaran Berdiferensiasi Di Kelas. German Für Gesellschaft (J-Gefüge), 2(1), 1–8. https://doi.org/10.30598/jgefuege.2.1.1-8
Mustafa, P. S. (2021). MODEL DISCREPANCY SEBAGAI EVALUASI PROGRAM PENDIDIKAN. In PALAPA : Jurnal Studi Keislaman dan Ilmu Pendidikan (Vol. 9, Number 1). https://ejournal.stitpn.ac.id/index.php/palapa
Nugroho, B. (2023). Filosofi Pendidikan Ki Hadjar Dewantara Basis Dalam Merdeka Belajar Untuk Mencetak Manusia Indonesia Berkarakter. Psiko Edukasi, 21(1), 28–40. https://doi.org/10.25170/psikoedukasi.v21i1.4374
Nursa’ban, M., & Mukminan, M. (2023). The implementation of Geography learning with spatial representation using the discrepancy evaluation model. REID (Research and Evaluation in Education), 9(1), 49–64. https://doi.org/10.21831/reid.v9i1.53505
OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing.
Pane, I., Avianti, V., Lilis, H., Hairil Akbar, M., Suriany, R., Zubaedah, S., Lestari, W., Puspaning, A., Pikir, G., Wijayanto, W., Uslan, W., & Aulia, U. (n.d.). DESAIN PENELITIAN MIXED METHOD (N. Saputra, Ed.). Yayasan Penerbit Muhammad Zaini. Retrieved https://penerbitzaini.com/
Prasetya, S. P. (2015). Peran Pendidikan Geografi Dalam Menghadapi Masyarakat Ekonomi Asean. Surabaya: Seminar Nasional Fakultas Ilmu Sosial, Universitas Negeri Surabaya.
Rahmah, A. A. , & Nasryah, C. E. (2019). EVALUASI PEMBELAJARAN. Uwais Inspirasi Indonesia.
Rusman, M. P. (2017). Belajar & pembelajaran: Berorientasi standar proses pendidikan. Prenada Media.
Rychly, L., & Graves, E. (2012). Teacher Characteristics for Culturally Responsive Pedagogy. Multicultural Perspectives, 14(1), 44–49. https://doi.org/10.1080/15210960.2012.646853
Sanjaya, W. (2015). Perencanaan dan Desain Sistem Pembelajaran. Kencana.
Saputra, D. G., & Suharti, S. (2024). Differentiated Learning Models Based on Students’ Talents and Interests for Inclusive Education in the Context of Globalized Learning Environments. Global Education : International Journal of Educational Sciences and Languages, 1(1), 46–54. https://doi.org/10.70062/globaleducation.v1i1.305
Setyosari, P. (2020). Desain Pembelajaran. Bumi Aksara.
Syarizka, D. (2022). The Transformation of Tech in Asia Indonesia into Subscription Based Digital Media amid The Covid-19 Pandemic. Jurnal Komunikasi, 14(1), 77. https://doi.org/10.24912/jk.v14i1.13348
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Tomlinson, C. A., Pearson, >, Indianapolis, C., York, N., San, C., Cape, F. A., Dubai, T., Madrid, L., Munich, M., Montreal, P., Delhi, T., Sao, M. C., Sydney, P., Kong, H., Singapore, S., & Tokyo, T. (2014). T E □ IFFEREN IATE□. www.ascd.org/epubs.
Vavrus, M. (2008). Culturally responsive teaching. 21st Century Education: A Reference Handbook, 2, 49–57.
Wulandari, A. ,S. ,. (2022). Literature Review: Pendekatan Berdiferensiasi Solusi Pembelajaran dalam Keberagaman. JURNAL PENDIDIKAN MIPA, 12(3), 682–689. https://doi.org/10.37630/jpm.v12i3.620
Yanizon, A., & Sesriani, V. (n.d.). Penyebab Munculnya Perilaku Agresif Pada Remaja (Couse Of Aggressive Behavior On Adolescents) Counseling and Guidance Education. In Available online at www.journal.unrika.ac.id Jurnal KOPASTA Jurnal KOPASTA (Vol. 6, Number 1). Retrieved www.journal.unrika.ac.id
ghaei, N., Seyedin, H., & Sanaeinasab, H. (2018). Strategies for disaster risk reduction education: A systematic review. Journal of Education and Health Promotion, 7(1), 1–8. https://doi.org/10.4103/jehp.jehp
Badan Nasional Penanggulangan Bencana. (2018). Buku saku tanggap tangkas tangguh menghadapi bencana. Pusat Data, Informasi dan Humas BNPB.
Bündnis Entwicklung Hilft/IFHV. (2023). WorldRiskReport 2023. Bündnis Entwicklung Hilft.
Janah, S. H. M., Supriyati, Hutasuhut, A. F., & Setiawati, O. R. (2022). Hubungan optimisme dengan resiliensi pada mahasiswa kedokteran Universitas Malahayati yang sedang menempuh skripsi. Medula, 12(3), 396–403.
Johnson, V. A., Ronan, K. R., Johnston, D. M., & Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 0, 107–123. https://doi.org/10.1016/j.ijdrr.2014.04.001
Kalın, B., & Yeşilyurt, M. (2025). The effect of disaster risk perceptions on disaster preparedness levels of students at a university in Turkey. BMC Emergency Medicine, 25(1). https://doi.org/10.1186/s12873-025-01263-3
Kivi, H. K., Rezaee, R., Peyravi, M., & Marzaleh, M. A. (2023). Identifying the components and effective factors in disaster education to improve adolescents’ resilience: A thematic analysis. Journal of Education and Health Promotion, 12(1), 1–8. https://doi.org/10.4103/jehp.jehp
Mardiatno, D., Sunarto, WF, L. R., Saptadi, G., & Ayuningtyas, E. A. (2015). Risk mapping and tsunami mitigation in Gunungkidul area, Yogyakarta. AIP Conference Proceedings.
Muttarak, R., & Wiraporn, P. (2013). The role of education on disaster preparedness: Case study of 2012 Indian Ocean earthquakes on Thailand’s Andaman coast. Ecology and Society, 18(4), 1–16. https://doi.org/10.5751/ES-06101-180451
Patel, R. K., Pamidimukkala, A., Kermanshachi, S., & Etminani-Ghasrodashti, R. (2023). Disaster preparedness and awareness among university students: a structural equation analysis. International Journal of Environmental Research and Public Health, 20(5). https://doi.org/10.3390/ijerph20054447
Peek, L. (2008). Children and disasters: understanding vulnerability, developing capacities, and promoting resilience — An introduction. Children, Youth and Environments, 18(1), 1–29. https://doi.org/10.1353/cye.2008.0052
Pertiwi, H., & Zakiyah. (2021). Factors affecting students level of disaster preparedness knowledge. Jurnal Kesehatan, 12(2), 199–204.
Revich, K., & Chatte, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. Broadway Books.
Setiawan, G. D., Puger, I. G. N., Yaniasti, N. L., Tjahyanti, L. P. A. S., Dewi, K. Y. F., Mudarya, N., & Siswanti, D. (2020). Pelatihan konselor tutor sebaya untuk pengembangan resiliensi konseli di SMK Triatmajaya Singaraja. Jurnal Jnana Karya, 01(01), 11–20.
Shiwaku, K., Sakurai, A., & Shaw, R. (2016). Disaster resilience of education systems. Springer. https://doi.org/10.1007/978-4-431-55982-5_12
Sihwanti, P. F., Prasongko, B. K., & Riswandi, H. (2022). Geologi dan analisis risiko bencana tsunami daerah pantai parangtritis dan sekitarnya, Kabupaten Bantul, Daerah Istimewa Yogyakarta. Jurnal Ilmiah Geologi Pangea, 9(2), 65–74.
Sukma, M., Fithria, R., Susanti, R., Khanh, V. K., Putra, F. A., & Salsabila, M. (2025). The effect of disaster education eeslience among students in Indonesia: a systematic review. Sumatra Journal of Disaster, Geography and Geography Education, 9(1), 32–37. https://doi.org/10.24036/sjdgge.v9i1.638
Widiyantoro, S., Gunawan, E., Muhari, A., Rawlinson, N., Mori, J., & Hanifa, N. R. (2020). Implications for megathrust earthquakes and tsunamis from seismic gaps south of Java Indonesia. Scientific Reports, 1–11. https://doi.org/10.1038/s41598-020-72142-z
Published
2026-09-05
How to Cite
Wulan Ayu Azzahra, Muhammad Nur Sa’ban, & Bambang Syaeful Hadi. (2026). Evaluation of Differentiated Instruction Using a Culturally Responsive Teaching Approach to Improve Map Literacy Among High School Students in Gunungkidul. International Journal of Education, Vocational and Social Science , 5(04), 329-348. https://doi.org/10.63922/ijevss.v5i04.6388
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
