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Vol. 7, No. 2, August 2024, pp. 124-138  

        https://doi.org/10.12928/eltej.v7i2.11871        http://journal2.uad.ac.id/index.php/eltej/index         eltej@pbi.uad.ac.id  

Capturing pseudo-innovation in ELT: The analysis of 

implementing differentiated learning to suburban private 

madrasahs 

Muhammad Sandy Al Fath a,1,*, Nikmah Sistia Eka Putri b,2 

a, b English Language Education Study Program, Universitas Muhammadiyah Sampit, Jl. K.H. Dewantara no.3, Sampit (74311), Indonesia 
1  msandyalfath@umsa.ac.id *; 2 nikmahsistia@umsa.ac.id  

* Corresponding author 

  

A R T I C L E  I N F O 

 

A B ST R ACT   

 

 

Article history 

Received 16 June 2024 

Revised 12 August 2024 

Accepted 15 August 2024 

 The implementation of differentiated learning in private Madrasahs 
raises a big question mark regarding the suitability between theory and 
practice in the field. The principle of differentiated learning, which is 
claimed to accommodate diversity, turns out to be far different when 
implemented, especially in private Madrasahs that are transitioning 
from the previous curriculum. The main purpose of this research is to 
explore the illusory construction of innovation in differentiated English 
learning that results in pseudo-innovation. The approach used is a 
qualitative approach with the type of ethnography. The research was 
conducted in 4 private Madrasahs in the suburbs of Sampit city. The 
research subjects were English teachers who implemented 
differentiated learning in the four madrasas. The stage analysis process 
was assisted by the theory of innovation-decision process by Rogers, 
et al. (2014). The results of this study show that (1) the illusion of 
innovation in differentiated English learning occurs because the stages 
of the innovation diffusion decision process cause anomalies in the 
process. (2) Madrasahs are forced to follow the decision of the Ministry 
of Religious Affairs which requires the implementation of an 
independent curriculum including differentiated learning which results 
in Madrasahs being trapped in pseudo-innovation. (3) Madrasahs are 
registered as institutions that implement differentiated learning. 
However, in practice, Madrasahs still adopt old learning and ignore 
innovations because they are not considered to be following the 
characteristics of the Madrasah itself. (4) This research implies that it 
will be an evaluation material for the Ministry of Religious Affairs to 
pay more attention to private Madrasahs in implementing 
differentiated learning. (5) Confirming pseudo-innovation. 

 

 

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Pseudo-innovation 

Merdeka Curriculum 

Differentiated Learning 

ELT 

Suburban Learning 

 

 

 

How to Cite: Al Fath, M. S., and Putri, N. S. E. (2024). Capturing pseudo-innovation in ELT: The analysis of 
implementing differentiated learning to suburban private madrasahs. English Language Teaching Educational 
Journal, 7(2), 124-138. https://doi.org/10.12928/eltej.v7i2.11871  

1. Introduction  

Differentiated learning has become one of the most popular strategies in education, especially in 
dealing with the diversity of students' abilities and needs (Fajariyah et al., 2023; Smale-Jacobse et al., 
2019). In current learning, teachers are expected to be able to accommodate various individual 
differences in students, both in terms of learning styles, interests, and academic readiness (Halimah et 
al., 2023). However, in many educational institutions, including private Madrasahs, that are 
transitioning from the 2013 curriculum to the independent curriculum in East Kotawaringin, a regency 

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ISSN 2621-6485 English Language Teaching Educational Journal 125 
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 Al Fath, M. S., & Putri, N. S. E.  (Capturing pseudo-innovation in ELT: The analysis of…..) 

in Central Kalimantan, Indonesia. Where is the concept of differentiated learning is often trapped in 
the illusion of innovation. Although, the terms and principles of differentiated learning are often touted 
as modern approaches, their implementation in the field does not always reflect the actual principles. 

Schools are frequently compelled by policy constraints to quickly adopt differentiated education 
without sufficient preparation or assistance. As a result, the implementation usually just satisfies 
administrative needs and is shallow. The situation is made worse by a lack of resources, including 
both qualified human resources and sufficient supplies like instructional aids and textbooks. It is 
frequently difficult for teachers to create genuinely differentiated learning experiences when they are 
unprepared and feel overwhelmed by these new demands.  

English language learning in Madrasahs, especially in some private Madrasahs used as the object 
of this study, faces challenges. Madrasahs are often seen as educational institutions prioritizing 
religious education, while general subjects, including English, receive less attention  (Harahap, 2023). 
In addition, limited facilities, lack of competent teaching resources, and low access to technology and 
adequate teaching materials add to the burden of implementing more sophisticated learning methods, 
such as differentiated learning (Alam & Mohanty, 2023). 

As transitional educational institutions, some private Madrasahs in East Kotawaringin also face 
challenges related to the characteristics of students from diverse social, economic and cultural 
backgrounds. Students from families that predominantly work as farmers, small traders, or laborers 
certainly have limitations in accessing additional education outside of school, which is essential in 
supporting English language acquisition. This adds to the gap in students' academic ability, making 
differentiated learning even more important to implement. 

Besides that, the pre-survey conducted before this research was conducted showed some 
interesting facts, especially their notorious arguments as shown in Figure 1. 

Fig. 1. Pre-survey of the research 

Looking at the reality in some private Madrasahs in East Kotawaringin, there is a significant gap 
between theory and practice regarding differentiated learning. Although teachers understand the basic 
concepts of this approach, its application in the field is often cosmetic. This creates an illusion of 
innovation or pseudo-innovation, where there appears to be an update in teaching methods, however 
in reality, there has been no fundamental change in the way teachers interact with students or in the 
strategies used to support their diverse learning. 

Although the challenges faced in implementing differentiated learning in transitional Madrasahs 
are quite complex, the teachers’ role remain crucial in determining the extent to which this approach 
can be effectively implemented (Picasouw et al., 2023) To overcome the illusion of innovation, 
teachers need to receive adequate support, both in the form of more comprehensive training on 
differentiated learning strategies and the provision of relevant and accessible resources. 

Previous research was conducted by Ujang et al. with the title "Implementation of Differentiated 
Learning in the Merdeka Curriculum in English Subjects". The results of this study indicated that 
differentiated English learning has been carried out well; it, is only constrained by several aspects 



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such as teacher ability and infrastructure at school (Barlian et al., 2023). The research merely describes 
the existing situation without further analyzing the critical important aspects of differentiated learning 
that may be missed or inappropriate. Therefore, the novelty of this research is to analyze the illusion 
of innovation further or to find pseudo-innovations that exist in implementing differentiated English 
learning. Furthermore, the main purpose of this study is to explore the illusory construction of 
innovation that presents pseudo-innovation in differentiated English learning using the diffusion of 
innovation theory as the basis for analyzing this discovery. 

Research Question: 

1. How does pseudo-innovation occur within the concept of differentiated learning in some 
private Madrasahs? 

2. Method 

This research accommodates ethnography as the method to discover the existence of the pseudo-
innovation that happened in some private Madrasahs in East Kotawaringin. Ethnography is the most 
suitable method for this study as it allows for a deep, immersive understanding of the cultural nuances 
and social dynamics within the community. By participating in the daily lives of community members, 
researchers can uncover hidden meanings, unspoken rules, and intricate patterns of behavior in a small 
scale of population (O’Reilly, 2012). This is in line with the aim of the study which attempt to reveal 
of the construction of pseudo innovation that existed in the ELT in Madrasahs. 

2.1. Participants 

Participants were 4 English teachers from 4 Madrasahs near Sampit city as the capital of East 
Kotawaringin. In purposive sampling, they were chosen due to pre observation selection by criteria 
such as; (1) English Teachers from private Madrasahs in suburban, (2) the Madrasahs implemented 
differentiated learning with a minimum duration of 1 year. The differentiated learning is a student-
centered approach in the Merdeka curriculum, where teachers adjust learning materials and activities 
to the needs, interests, and learning styles of each student. 

2.2. Instruments 

The instruments of this research were semi-structured interviews as the main instruments, which 
were supported by documentation, observation checklists, and researchers’ notes. For detailed, the 
documentation analyzed the Module and the readiness document of the teachers. Then, observation 
check list conducted during the process of the learning process aiming to confirm the interviews 
statements. Moreover, researchers note conducted in the whole process of the research, it is the 
extracted of what researchers concluded when there were some interesting things. In other words, the 
interview validated other instruments.  

2.3. Data Collection Procedures 

Participants were interviewed with questions related to the main research objectives. Then, the 
researchers analyzed the teachers' documents, such as the preparation document and the modules they 
created to teach in the instructional process. Furthermore, the observation checks listed were done in 
the class while the teacher conducted the document of the teacher and the assessment, while the 
researchers also took some notes.  

2.4. Data Analysis 

Figure 2 illustrates the step-by-step process employed to analyze the qualitative data collected 
through ethnographic fieldwork. This procedure involved a rigorous approach to data coding, thematic 
analysis, and theoretical interpretation. In addition, data analysis was guided by Rogers, et al. (2014) 
innovation-decision process theory, which includes five stages. 



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Fig. 2. Analysis data procedures 

3. Findings and Discussion 

Innovations in a curriculum cannot necessarily be implemented immediately. Implementing an 
innovation requires a long process. In social reality, in general, the implementation of an innovation 
can be analyzed using Rogers's innovation diffusion theory (Rogers, et al., 2014). This theory explains 
how an innovation spreads through a population or social system over time (Jiang et al., 2024). 

 In the context of education, including in Madrasah, this theory is very relevant to analyze the 
process of acceptance and adoption of curriculum innovations. Rogers divides the diffusion process 
into five stages: knowledge, persuasion, decision, implementation, and confirmation (Rogers, 2014; 
Cain et al., 2024). Each stage describes how teachers, students, and other parties involved in the 
education system will realize, consider, and ultimately decide whether to accept or reject the 
implemented curriculum innovation (Nasucha, 2021). 

This theory also divides individuals into five categories based on their speed in adopting 
innovations: innovators, early adopters, early majority, late majority, and laggards (Currie et al., 
2021). Innovators and early adopters in Madrasahs are those who are open to change and actively 
seek new ways to improve the learning process, such as using technology or new approaches in 
religious learning (Koroleva & Andreeva, 2024). 

They become agents of change who can influence other groups. The early majority and late 
majority tend to be more cautious and wait for tangible results before adopting innovations, while 
laggards are more conservative and tend to stick to old practices (Wang et al., 2024). 

Concerning curriculum innovation in Madrasah, this theory can identify factors that influence the 
adoption of a new curriculum, such as government policies, resource readiness, support from 
educators, and responses from students and parents. By understanding how the diffusion of 
innovations works, Madrasah managers can design more effective strategies to introduce and 
implement the new curriculum, minimize resistance and accelerate adoption across all elements of the 
Madrasah. This is important so that curriculum innovation can have a positive impact the quality of 
education in Madrasah.  

Referring to the theory of diffusion of innovation, the results of this study are organized based on 
the theoretical framework juxtaposed with empirical data in the field. The stages passed by the private 
Madrasahs studied in the diffusion of differentiated English learning innovations are as follows. 

3.1. Knowledge Stage 

The knowledge stage in the innovation diffusion theory is a critical initial phase in the innovation 
adoption process, including in the context of curriculum changes in Madrasah. The knowledge stage 
refers to when individuals or organizations first hear about an innovation and get initial information 
about how it works (Guo et al., 2024). In the context of Madrasah, the knowledge stage occurs when 
the school, teachers, and education policymakers hear about the curriculum innovation that will be 
introduced (Muntaha & Amin, 2023). For example, if the government or an educational institution 
announces a curriculum change, the first stage is the dissemination of information about the essence 
of the change. This information includes the purpose of the curriculum change, the expected benefits, 



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and how implementing the new curriculum can improve the quality of learning in Madrasahs (Xue & 
Chen, 2024). 

At this stage, stakeholder in the Madrasah need to obtain complete and clear information about the 
innovation. Teachers, Madrasah heads, and other relevant parties must understand what will change 
in the curriculum, whether related to teaching methods, subject matter, evaluation structure, or 
expected learning objectives (Sugiono, 2024). This process is usually facilitated through curriculum 
socialization, training, seminars, or the provision of reading materials and other resources to introduce 
new elements to the curriculum (Sinaga & Fauzi, 2024). 

In addition, the knowledge stage also involves an initial understanding of how the innovation can 
be applied in the specific context of the madrassa (Papaioannou, 2024). For example, teachers need 
to know how this curriculum change will affect their teaching methods, whether they have to master 
new skills, or how the curriculum can be adapted to the characteristics of students in the Madrasah. 
The knowledge dissemination process at this stage is very important because it will affect teachers' 
and Madrasah's attitudes and initial perceptions towards the innovation (Kisno & Fatmawati, 
2023).The knowledge stage focuses not only on receiving information, but also on the active search 
for information by the individuals or organizations involved (Seidu et al., 2024).  

Teachers who act as agents of change will actively seek additional information through various 
sources to better understand the curriculum innovations introduced (Wahidah et al., 2023). If this 
knowledge process is successfully carried out well, teachers and policymakers in Madrasah will have 
a strong basis for entering the next stage, namely persuasion, where they will begin to evaluate the 
benefits and challenges of the curriculum innovation (Magdalena, et al., 2024b). However, if at this 
knowledge stage the information conveyed is insufficient or unclear, resistance or incomprehension 
may arise, which hinders the adoption of curriculum innovations (Magdalena, et al., 2024a). 
Therefore, an effective and comprehensive information dissemination process is needed at this stage, 
so that the parties in the Madrasah can be prepared for the curriculum changes that will be 
implemented. 

However, in fact, the knowledge stage passed by the private Madrasahs that are the objects of this 
research is inversely proportional to the stages that should be done. The knowledge stage is not 
followed properly due to several factors. The demand from the government to implement the 
independent curriculum too quickly without taking into account the readiness of Madrasahs from 
various sides causes the implementation of the independent curriculum to seem forced. This can be 
seen from several madrasas such as MTs Sabilal Muhtadin, which did not carry out teacher training 
on differentiated learning. While at Madrasah A, Madrasah C, and Madrasah B have implemented 
teacher training or they have been trained before. Unfortunately, the training is merely as a formality 
and have not explored the essence of the curriculum, especially differentiated learning. Differentiated 
learning is a promising approach to improving the quality of education. However, effective 
implementation is often hindered by a lack of information and support for teachers. One of the main 
challenges is the insufficient training, especially in terms of diagnostic assessment and the adjustment 
of differentiation strategies. 

In addition, there is no more attention from the Ministry of religion regarding the socialization of 
the independent curriculum, especially for private Madrasahs. The Madrasahs are only encouraged 
and tasked with seeking their own knowledge related to the independent curriculum and differentiated 
learning without any concern and facilitation from the ministry of religion. Another problem that 
arises is that the Madrasah itself does not play an active role in initiating teachers to seek their own 
information regarding the steps for implementing the independent curriculum, especially in the aspect 
of differentiated learning, so that the knowledge stage that should be maximized by the Ministry of 
Religion and the Madrasah itself is neglected. In the end, this knowledge stage was not maximized 
and even failed to be carried out in the case of the implementation of differentiated English learning 
in private Madrasahs in East Kotawaringin.  

More specifically, in the aspect of differentiated learning, teachers have not fully obtained accurate 
information about the right steps in implementing differentiated learning. For example, English 
teachers at Madrasah A, Madrasah C, and Madrasah B, despite having received technical guidance on 
differentiated learning, did not implement it correctly. Visible mistakes such as not applying 
diagnostic assessments both cognitive and non-cognitive. Mr. M.A., an English teacher at Madrasah 
A, for example, immediately mapped students' learning styles by simply asking students to choose 



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their preferred skills between listening, reading, writing, or speaking. The teacher considers that this 
method is a form of diagnostics to find out the learning styles of students. Another case is Madrasah 
B teachers who are not familiar with CP and ATP in differentiated learning planning. The teacher of 
Madrasah C, started the learning by asking students to guess vocabulary in English, then concluded 
and categorized students who liked speaking for those who often answered vocabulary and concluded 
that students liked writing when they liked to write on paper the answers to the vocabulary asked.  

These actions illustrate that socialization related to important aspects of differentiated learning still 
fails to be carried out in private Madrasahs, even though the teachers have received technical guidance. 
However, because the implementation process was too abrupt, teachers' knowledge was not yet mature 
and maximized and they were forced to implement differentiated learning immediately. 

3.2. Persuasion Stage 

The persuasion stage is a phase where a person or group of people who have previously known 
about an innovation (in this case differentiated learning), begin to form a positive or negative attitude 
towards the innovation. This attitude is built through the various information they receive, their 
experiences, and how they perceive the relevance and benefits of the innovation (Guo et al., 2024).  

At the persuasion stage, Madrasah teachers, principals and other education stakeholders begin to 
explore more about differentiated learning (Magdalena et al., 2023). They will seek information about 
the benefits and challenges that may arise from implementing this learning (Schewe et al., 2024). This 
information can be obtained through various sources such as training, seminars, workshops, academic 
literature, or from the experiences of fellow teachers who have already implemented the method. 
Teachers will also consider how this method might affect the way they manage the classroom, prepare 
lesson plans and assess the learning progress of students with diverse abilities and needs. 

This persuasion can be a complex process as it involves subjective considerations (Orwenjo, 2024). 
In the context of Madrasahs, teachers not only look at the technical aspects of implementing 
differentiated learning, but also consider the religious, cultural and local values aspects that exist in 
their educational environment (Zaeni et al., 2023). They need to ensure that this approach is in line 
with the Islamic values that form the foundation of the Madrasah. This is important, as Madrasahs 
often have specific characteristics that distinguish them from public schools, especially in terms of 
moral and spiritual values (Judrah et al., 2024). 

Another factor that influences the persuasion stage in the context of curriculum innovation in 
Madrasah is the presence of key figures or "opinion leaders" in the educational environment (Hayati 
et al., 2023). The Madrasah principal, for example, can play a significant role in shaping teachers' 
attitudes towards innovation (Iddris et al., 2024). If the Madrasah head is supportive of differentiated 
learning, he or she can provide direction, motivation, and the necessary resources for its 
implementation, so that teachers will be more easily persuaded and have a positive attitude towards 
this innovation. Conversely, if there is resistance or incomprehension from the Madrasah leader, the 
persuasion process may be hindered, and teachers may be more skeptical towards implementing of 
the method (Aprima & Sari, 2022).  

During this persuasion stage, teachers also look for concrete examples of how differentiated 
learning is implemented in the classroom (Solihin & Muhlis, 2023). They want to know how this 
method can provide better results for students in Madrasah, especially students with different abilities. 
Therefore, this stage plays an important role in limited trials or implementation as part of the 
persuasion strategy, where teachers can directly see the positive impact of innovations on students. 

However, the facts in the field show a different situation. Private Madrasahs in East Kotawaringin 
are forced to take a stand and agree to the implement the independent curriculum, especially in the 
application of differentiated learning, although previously, it was not maximally carried out at the 
knowledge stage. These Madrasahs only follow the mandatory instructions issued by the Ministry of 
Religious Affairs without reconsidering the characteristics of innovations sought such as relative 
advantage, compatibility, complexity, trialability, and observability that are compatible with the 
characteristics of each Madrasah. For example, in the aspect of compatibility. In this aspect, the private 
Madrasahs studied, such as MTs and Madrasah A, revealed that the innovations brought to 
differentiated learning, especially in product differentiation, are not in accordance with the learning 
climate of students. They feel differentiated in intellectual terms when the tasks given are also 
different. In addition, teachers' ability to provide diverse evaluation instruments is also still minimal 



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given the limited resources available. In the end, this aspect of suitability becomes irrelevant to the 
innovation presented in differentiated learning. 

Meanwhile, English teachers at Madrasah C and Madrasah B revealed that product differentiation 
is still appropriate to be applied to students. However, after observation during learning, teachers did 
not really apply product differentiation appropriately. For example, in Madrasah B, the teacher only 
differentiated the number of vocabulary memorization based on the students' ability to memorize. The 
teacher considers that this action is product differentiation. Meanwhile, at Madrasah C, after 
observation, the teacher only told students to do the tasks on the LKS after observation. 

Another aspect is complexity, teachers consider the complexity of differentiated learning to be a 
higher level than learning in the previous curriculum. Teachers are fixated on adjusting to the new 
curriculum document and are too focused on aspects that are referred to as innovations so they are too 
forceful to be present in every lesson such as assignments that are always project-based.  

For example, in the learning carried out by English teachers at Madrasah B and Madrasah C, 
teachers are more worried about making inappropriate documents than implementing them in the 
classroom. Teachers are fixated on student observation sheets and project-based assignment results. 
So in some tasks such as material in grade 10 about Simple Present Tense which actually does not 
require project-based tasks, but instead is forced always to be project-based. Students are assigned to 
make a video containing Simple Present Tense material. In the end, students just copy the material on 
Google into video slides to be collected by the teacher. In fact, the essence of the material aims for 
students to understand simple present tense, not about making videos. Seeing these obstacles, in the 
end, this complexity aspect must be ignored because the Madrasah inevitably has to accept a high 
level of complexity in implementing differentiated learning. 

The persuasion stage in the diffusion of innovations related to differentiated learning in Madrasah 
involves a critical evaluation process, where teachers consider the benefits of these innovations to 
student learning, their relevance to Madrasah values, and support from the environment and 
educational leaders. This process is critical to the successful adoption of innovations in the context of 
Madrasah education. However, if this stage of determining attitudes towards innovation is not done 
properly, it will have an impact on the next stage of innovation diffusion. 

3.3. Decision Stage 

The decision stage in the innovation diffusion theory according to Rogers is the process in which 
individuals or organizations make decisions to accept or reject an innovation (Riley et al., 2020). In 
the context of curriculum innovation in Madrasah, especially related to differentiated learning, this 
stage is crucial because it determines whether the innovation will be widely implemented or only 
limited to a small number of educators and institutions. Differentiated learning, which aims to 
accommodate students' different abilities, interests and learning styles, is an approach that demands 
significant adaptations in learning practices. Therefore, the decision phase involves several 
interrelated components (Ho, 2022).  

First, in the decision-making process, teachers, Madrasah principals and other education 
stakeholders need to understand the purpose and benefits of this innovation deeply. At this stage, 
information about differentiated learning must be effectively socialized, either through training, 
workshops or group discussions. If teachers feel that this innovation can improve the quality of 
learning, especially in the context of Madrasah which tends to have a diversity of social and 
intellectual backgrounds of students, then the tendency to accept the innovation will be greater. 
(Winianti et al., 2023). On the other hand, if the information received is inadequate or the innovation 
is considered difficult to implement, the innovation may be rejected or ignored. 

The facts found, as happened in MTs, Madrasah A, and Madrasah B, show that information about 
innovation in differentiated learning is still minimal. For example, the terms CP, ATP, and others in 
lesson planning are not well understood by teachers. In addition, do not understand the benefits of 
differentiated learning, which can improve the quality of learning. Teachers assume that the way of 
learning is still almost the same as learning in the previous curriculum. The same thing also happens 
at Madrasah C; teachers, consider differentiated learning as learning that makes it difficult for teachers 
even though it does not have a significant impact on students. 



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Second, the decision stage also involves evaluating the resources needed to implement 
differentiated learning (Grgurović, 2019). Teachers in Madrasahs should consider whether they have 
enough time, training, and institutional support to adopt this approach. Implementing differentiated 
learning requires not only additional knowledge of teaching strategies, but also adjustments to 
evaluation methods, teaching materials, and classroom management. In some cases, Madrasah heads 
may need to consider whether there are policies that support the implementation of this innovation, 
for example, those related to time allocation or the availability of adequate facilities and infrastructure. 
(Nurjanah & Mustofa, 2024). 

At this stage, the Madrasahs studied seemed to ignore and focus only on the Ministry of Religious 
Affairs' mandate to implement differentiated learning. Teachers ignore their knowledge of appropriate 
differentiated teaching strategies. For example, regarding the collaboration of learning models, Mrs. 
A.W. who is a teacher at Madrasah D revealed that she only combined two methods in learning and 
claimed it as process differentiation. In good differentiated learning, however, one differentiation is 
actually not enough to provide meaningful experiences to students. Thus, in this decision stage, the 
teachers have not fully considered whether or not their abilities and actions are in accordance with the 
principles of differentiated learning. 

In addition, the decision to accept or reject differentiated learning innovations is also influenced 
by social and cultural norms in the educational environment, namely the Madrasah itself (Fedorov et 
al., 2021).  If most teachers and educational staff in the Madrasah support this innovation, it will be 
easier for other teachers to go with the flow and try to implement differentiated learning strategies 
(Basra, 2023). However, if there is resistance or skepticism among teachers, especially those with 
traditional approaches for a long time, implementation of these innovations could be hampered. A 
culture in Madrasahs that supports collaboration and sharing experiences is also important in helping 
teachers feel more confident to adopt these new approaches. 

Based on the interviews that have been conducted, the majority of teachers are not ready and do 
not agree with the implementation of differentiated learning. As MTs and Madrasah A teachers and 
Madrasah C teachers feel that the application of differentiated learning is currently not appropriate to 
be implemented. Meanwhile, teachers at Madrasah B agree with this implementation. However, his 
knowledge of the principles of differentiated learning is still minimal. This shows that most teachers 
in these private Madrasahs only agree because of obligation, not their own personal choice based on 
the situation in the field. 

Finally, the decision stage often involves a trial or initial implementation of the innovation. 
(Waheed et al., 2015). For example, some teachers may start testing the implementation of 
differentiated learning on small groups of students before fully implementing it in the classroom. The 
feedback from these trials then becomes the basis for teachers to determine whether or not to continue 
using the innovation. If the trial results show a positive impact on the learning process, the decision 
to accept this innovation will be stronger (Sachdeva et al., 2019). 

In fact, the teachers had never tested or implemented differentiated learning before it was 
implemented. Most of them only listened to the technical guidance without any direct practice with 
students. So the teachers do not know the impact they feel because they have never tested the 
effectiveness of differentiated learning for students in their respective Madrasahs. 

Teachers in learning have shown concreate evidence, as happened in Madrasah A, where Mr. M.A. 
made planning documents for differentiated learning. He admitted that he made the document only to 
fulfil the demands of the Madrasah to immediately collect learning documents. However, in practice, 
Mr. M.A. did not actually implement the learning steps that he listed in the planning document. The 
same thing was also done by the English teacher at Madrasah C.  

As for Madrasah D and Madrasah B, teachers have never made any learning documents related to 
differentiated learning. This shows that as long as the policy related to differentiated learning 
obligations runs, they only claim to have implemented differentiated learning based on the curriculum 
endorsement document but have never implemented either administratively or directly. 

Thus, the decision stage in the diffusion of innovations in the context of differentiated learning in 
Madrasah is a complex process, involving various considerations from cognitive, social and 
institutional aspects. The successful adoption of this innovation is highly dependent on the extent to 
which teachers and stakeholders can see the direct benefits of the approach as well as their readiness 



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to overcome the challenges that arise during the implementation process. However, the result of this 
study shows that neither the institution nor the teachers utilize the decision stage well in adopting 
differentiated learning innovation. 

3.4. Implementation Stage 

This stage is the most important stage in the innovation diffusion process. The implementation of 
differentiated learning innovations in MTs and Madrasah A, Madrasah C, and Madrasah B is not 
optimal to be implemented because the decision taken to implement differentiated learning is a 
compulsion. Minimal socialization, unsuitable learning climate, and unqualified teacher resources 
make implementing differentiated learning innovation only superficial and resistance to change. In 
daily practice, teachers still apply the old ways, especially in learning practices. Although the 
curriculum promotes differentiation of learning to meet learners' individual needs, teachers may only 
make minimal or standard modifications, which do not substantially change students' learning 
experience. 

Some deviations are made, for example, by adding models, methods or media that were also 
applied in the previous curriculum. For example, English teachers at MAS and Madrasah D combine 
two learning methods, which is referred to as process differentiation. Mrs. A. W. Combines the drill 
method and the project-based learning when teaching self-introduction material in class. The same 
thing is also done by Mr. M.A. who applies dual media for listening, learning, and reading. He thinks 
that providing more than one medium can provide opportunities for other students who do not like 
listening to be able to use reading learning media. 

If observed, the modifications made by these teachers have not been only minor modifications that 
do not change students’ learning experience. A similar case also occurred at Madrasah B, which 
interrupted students' learning activities in the classroom by learning outside and around the Madrasah 
environment. Meanwhile, at Madrasah C, students were assigned to give speeches to the class to 
develop their speaking skills. However, students are free to memorize in full or while reading. The 
learning experiences realized by these teachers have also been realized in the previous curriculum, so 
that the differentiation aspect is not too prominent and can change students’ learning experience to the 
maximum. In the end, the goal of innovation is not achieved because of the implementers' mistakes in 
implementing differentiated learning and failure of the previous stages. 

When referring to the theory of innovation diffusion, at the implementation stage, innovations that 
have been decided to be adopted begin to be applied in daily practice (Costa & Cooper, 2024). In 
Madrasah, the implementation of differentiated learning requires teachers to adjust their teaching 
approach according to students' individual needs. Differentiated learning aims to accommodate 
students' different abilities, interests and learning styles to make the learning process more effective 
and inclusive. So in this implementation, several things need to be considered (Purnawanto, 2023). 

First, the preparation of resources needed to support successful implementation. Teachers and 
educators need to be trained to understand the concepts and methods of differentiated learning in 
depth. This training can include techniques in designing a flexible curriculum, how to assess students' 
needs and potential, and adaptive learning strategies. In addition, supporting facilities such as teaching 
aids and technology also need to be prepared to make the learning process more interactive and varied 
according to student needs (Ainissyifa et al., 2024). 

Second, changes in teaching practices. In this phase, teachers start trying to implement 
differentiated learning methods and strategies in the classroom. This implementation can start from 
simple aspects such as making variations in tasks and activities tailored to each student's ability, to the 
implementation of more complex strategies such as flexible grouping, where students are divided into 
groups based on their ability level or certain interests. In addition, teachers need to familiarize 
themselves with using ongoing formative assessments in order to monitor individual students' progress 
and adjust their approach according to the results of these assessments (Anwar & Sukiman, 2023). 
Third, resistance management. Every innovation implementation, including differentiated learning, is 
often faced with resistance from various parties, both from teachers who find it difficult to adjust to 
new methods, as well as from students who are not used to a more personalized approach. In this case, 
Madrasah leaders and curriculum managers need to support teachers and students during the transition 
period. Mentoring, supervision, and discussion forums between teachers can effectively  help teachers 
face the challenges of implementing differentiated learning (Rohmah et al., 2024), and finally, 



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evaluation and adaptation. Once differentiated learning has been implemented, an evaluation is needed 
to see how effective this strategy is in improving the quality of learning. This evaluation can be done 
through student feedback, learning outcomes, and direct classroom observation (Whitley et al., 2019). 
Based on the evaluation results, Madrasahs need to make adjustments and adaptations in teaching 
strategies, curriculum design, and other supporting policies, so that differentiated learning can 
continue to develop and be implemented optimally. 

However, all of the above stages are largely ignored by the Madrasah. This is evident from the 
minimal preparation of resources, the absence of changes in teaching practices and only making small 
modifications that have less impact, the absence of efforts to carry out resistance management, and 
the absence of evaluation and adaptation efforts from Madrasahs to continue developing differentiated 
learning. These Madrasahs only resigned themselves to the existing situation and only carried out 
orders from the Ministry of Religious Affairs without any other initiatives to develop themselves. 

3.5. Confirmation Stage 

Ideally, at the confirmation stage, individuals or groups have adopted an innovation seek to ensure 
that their decision is correct and sustainable. They evaluate their experience using the innovation and 
seek feedback to reinforce or cast doubt on their decision (Grgurović, 2019). 

The confirmation stage is crucial in the context of curriculum innovation, especially in 
differentiated learning in Madrasah. Differentiated learning is an approach that allows teachers to 
customize learning methods, materials and assessment according to diverse students’ needs interests. 
At the confirmation stage, teachers and the Madrasah as a whole will reflect on the effectiveness of 
this approach, and its impact on the quality of learning and the achievement of student learning 
outcomes (Nurjanah & Mustofa, 2024).  

During the confirmation stage, teachers will reflect on their experiences in implementing 
differentiated learning. They may gather evidence from evaluations of student learning outcomes, 
including how well students with different abilities could master the materials and skills taught. This 
reflection can be done individually or through collaboration with peers or Madrasah leaders, such as 
Madrasah heads and supervisors (Kisno & Fatmawati, 2023). 

Based on the results of this study, the four Madrasahs have reflected on their activities related to 
implementating differentiated learning and found various obstacles to its implementation. However, 
the Madrasahs cannot change their decision to stop implementing differentiated learning as part of the 
independent curriculum. 

In addition, teachers may also collect feedback from students themselves, which can provide an 
important perspective on how differentiated learning affects their motivation, engagement and 
comfort in learning. This feedback can strengthen the teacher's decision to continue implementing the 
differentiated approach or evaluating whether there are weaknesses that need to be corrected. 

Teachers have conducted surveys related to student responses in the learning process. For example, 
Mrs. A.W., a teacher at Madrasah D, revealed that students felt unsuitable for product differentiation. 
Students prefer uniform assignments as in previous learning. This shows that even though teachers 
have conducted feedback on the impact of differentiated learning and found negative responses, 
teachers cannot stop differentiated learning.  

The Madrasah, as an institution, also plays an important role in this confirmation stage. Through 
education policy and supervision, the Madrasah can provide support and feedback to teachers and 
facilitate discussion forums to share experiences and best practices related to the implementation of 
differentiated learning (Oktavianti et al., 2024). For example, further training or workshop activities 
can be organized to strengthen teachers' understanding and skills in implementing differentiated 
learning effectively. 

Ideally, if at the confirmation stage it is found that differentiated learning does have a positive 
impact, then this innovation will be more strongly internalized in the school culture and become part 
of daily learning practices. However, if there are obstacles or suboptimal results, then teachers and 
Madrasah can re-evaluate the approach used, and perhaps adjust the strategy or find an approach that 
is more suitable for the educational context in the Madrasah (Pradana et al., 2024) 



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At this confirmation stage, Madrasahs should be given the freedom to confirm whether to continue 
or end innovation in differentiated learning. However, because the basis of this innovation decision-
making is compulsion, until now, Madrasahs can only continue the idea of innovation that is echoed 
without being accompanied by appropriate concrete actions in the field. 

The wrong stage of diffusion from the beginning causes the adoption process of this innovation in 
the independent curriculum to be an illusion. The introduction of innovation in the aspect of 
differentiated learning is not comprehensive, the formation of attitudes and decision-making by 
Madrasah towards the implementation of differentiated learning is not exempted, and the 
implementation in learning is forced to be rough, until there is no option to confirm continuing or 
stopping the innovation offered in differentiated learning. These irregularities cause the concept of 
differentiated learning to become a ‘pseudo-innovation’ that is promoted but is not a change. 
Madrasahs have only become followers and cannot determine the fate of their institutions in 
implementing a learning process that suits the characteristics of teachers and students.  

As a final statement of the innovation diffusion process, pseudo-innovation can occur when the 
innovation diffusion stage is not carried out properly. Innovations are not socialized carefully and 
prepared perfectly, so the execution is only an idea without action. In the end, an innovation that is 
only illusory is formed. The worst impact of pseudo-innovation on learning in madrasas is that 
teachers are not free to provide learning because they adjust various things to the new learning concept. 
Madrassas only practice the old learning methos even though the concept promoted is differentiated 
learning. 

4. Conclusion 

The illusion of innovation in differentiated English learning in private Madrasahs in East 
Kotawaringin occurs because the diffusion of innovation is done wrongly. Madrasahs, which should 
be given the freedom to determine the process of innovation adaptation stages, are trapped in coercion 
caused by binding policies. Ultimately, Madrasahs only carry the idea of differentiated learning 
innovation and are trapped in pseudo-innovation that does not impact the learning process. Teachers 
who claim to have followed the principles of differentiated learning still use old methods that are no 
different from learning in the previous curriculum. 

The implication of this research is to pay more attention to Madrasahs in implementing the 
independent curriculum, especially in the aspect of differentiated learning. The Ministry of Religious 
Affairs should not only require but guarantee the readiness of madrasas to implementing innovations 
that will be implemented. This research only proves the illusion of innovation in the case of 
differentiated learning implementation. It produces a new theory called pseudo-innovation theory, so 
it is important for future research to explore more deeply the validation of this pseudo-innovation 
theory in cases and Madrasahs or other educational institutions as comparative material. 

The suggestion that can be taken to leveling up the quality of learning is about to give more 
attention to them by raising up the quantity of teachers training. It led by how the problems comes up 
from the knowledge of the teachers that have some issue in the understanding way to conduct the 
differentiated learning. Besides that, the evaluation is also the crucial issue in the differentiated 
learning in the private madrasahs. That problem comes up due to there was not the instructional 
support during the process of instructional process. 

Acknowledgment  

The researcher extends sincere gratitude to Direktorat Jenderal Pendidikan Tinggi, Riset, and 
Teknologi (DRTPM) for the research grants provided.  The experts deserve special recognition for 
their insightful advice, encouragement, and remarks. Their time and insightful comments were 
invaluable in helping to maximize the possibilities of this study. Furthermore, sincere gratitude is 
given to the participants, whose hard work and enthusiasm were crucial to the accomplishment of 
this research. With their gracious assistance, the project was effectively finished. 

Author contribution : Muhammad Sandy Al Fath was responsible for the entire research 

project. He also led the writing of the manuscript and collaboration 

with the second author. Nikmah Sistia Eka Putri participated in the 



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data collection, transcription and analysis. She also revised the 

manuscript. Both authors approved the final manuscript. 

Funding statement : This research was funded by Hibah Kemendikbudristek in 2024 

with contract number 68/LL11/KM/2024 

Conflict of interest : Both authors declare that they have no competing interests. 

Ethics declaration 

 

 

 

 

 

Additional 
information 

: We, as authors, acknowledge that this work has been written based 
on ethical research that conforms with our university’s regulations 
and that we have obtained permission from the relevant institutes 
when collecting data. 

 We support English Language Teaching Educational Journal 
(ELTEJ) in maintaining high standards of personal conduct, 
practicing honesty in all our professional practices and endeavors. 

 

No additional information is available for this paper. 

 

 

 

 

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https://doi.org/10.3389/fpsyg.2019.02366
https://doi.org/10.24832/jpnk.v9i1.4859
https://doi.org/10.1080/0144929X.2015.1004648
https://doi.org/10.1080/10447318.2024.2338658
https://doi.org/10.1080/13540602.2019.1699782
https://doi.org/10.21154/excelencia.v3i01.1479
https://doi.org/10.1080/09537325.2024.2372804

	1. Introduction
	2. Method
	2.1. Participants
	2.2. Instruments
	2.3. Data Collection Procedures
	2.4. Data Analysis

	3. Findings and Discussion
	3.1. Knowledge Stage
	3.2. Persuasion Stage
	3.3. Decision Stage
	3.4. Implementation Stage
	3.5. Confirmation Stage

	4. Conclusion
	Acknowledgment


