Exploring teachers' challenges in differentiated mathematics instruction for primary education and its implications for e-module development

Abstract

This mixed-method phenomenological study explores teachers’ challenges in implementing differentiated mathematics instruction and its implications for e-module development in Indonesian primary education. The group of participants consisted of 122 elementary school teachers who completed questionnaires and 22 students from 10 selected schools who participated in semi-structured interviews and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings reveal that although teachers demonstrate strong conceptual understanding of differentiated instruction, its classroom implementation remains constrained by limited preparation time, large class sizes, insufficient professional training, and limited access to technological resources. Students also reported difficulties in understanding abstract mathematical concepts due to the limited use of interactive digital media. Technology-based solutions, particularly adaptive and differentiated e-modules, show strong potential to support mathematics learning; however, access, infrastructure, and teachers’ digital competence remain key barriers. This study highlights the need for structured professional development in technology-integrated differentiated instruction and the provision of accessible differentiated e-modules aligned with Kurikulum Merdeka (Independent Curriculum).