Analysis of Student Learning Readiness Based on Tomlinson's

Learning Readiness Index in Differentiated Content Instruction for

Sociology in Merdeka Curriculum to Achieve Sustainable Education

Quality (SDGs)

Nurlizawati

, AB Sarca Putera

, Dendy Marta Putra

, Elfa Michellia Karima

Firza

, Delmira Syafrini

Ika Sandra

, Lia Amelia

, Ike Sylvia

and Eka Asih Febriani

Sociology Education Program, Universitas Negeri Padang, Indonesia

SMA Negeri 5 Padang, Sumatera Barat, Indonesia

Keywords: Learning Readiness, Differentiated Learning, Sociology, SDGs.

Abstract: Merdeka Curriculum provides educators with the flexibility to develop lessons tailored to the needs of

students. The differentiated learning approach, which emphasizes the diverse needs of students in the learning

process, allows each student to progress according to their individual needs. In the context of Merdeka

Curriculum, the role of teachers is crucial in designing lessons that address the varying needs of students and

ensure that the learning process aligns with student profiles. Currently, learning in schools often does not

consider students' readiness for the learning process, which leads to the design of instructional materials that

are not fully aligned with students' needs. Therefore, it is important to assess students' readiness for learning,

so that teachers can more effectively design appropriate learning materials. At SMAN, there is a need for the

development of differentiated content materials to accommodate students’ learning needs. To understand

students' needs, it is essential to assess the readiness of SMAN students in sociology learning to create content-

differentiated materials. Thus, this study aims to analyze students' learning readiness using Tomlinson’s

Equalizer to assist teachers in designing differentiated content materials for sociology instruction. The

research employed a descriptive quantitative methodology, beginning with the collection of preliminary data

to identify the research problems, followed by the design of research instruments, which were validated for

reliability and validity. Data was then collected through questionnaires, and the data was analyzed using

descriptive quantitative techniques with percentages. The findings indicate that the use of the Equalizer in

differentiated learning is still not optimal. One component, which involves understanding content from

abstract to concrete, remains challenging due to limitations in the development of contextual content.

Differentiated instruction is more effective when designed with a focus on teacher collaboration (learning

community).

1 INTRODUCTION

One of the Sustainable Development Goals (SDGs) in

the field of education is to improve the quality of

education, or 'quality education.' Designing a

curriculum to enhance its quality is a significant

challenge in achieving high educational standards. A

curriculum is a structured plan or framework for

learning, developed to achieve the objectives of

educational implementation (Ansyar, 2017), a plan

for learning (Taba, 1962), and a design that provides a

set of learning opportunities for students to reach both

general and specific goals (J. Galen, 1974). In early

2021, the initial implementation of the Merdeka

Curriculum was introduced, and in the 2023/2024

academic year, the Merdeka Curriculum is still being

offered as one of the options. It is projected to be

established as the national curriculum in the

2024/2025 academic year. The Merdeka Curriculum

aims to improve the quality of student learning by

being flexible and adapting to the resources available

in schools (Kemendikbudristek BSKAP, 2022).

Nurlizawati, , Putera, A. S., Putera, D. M., Karima, E. M., Firza, , Syafrini, D., Sandra, I., Amelia, L., Sylvia, I. and Febriani, E. A.

Analysis of Student Learning Readiness Based on Tomlinson’s Learning Readiness Index in Differentiated Content Instruction for Sociology in Merdeka Curriculum to Achieve Sustainable

Education Quality (SDGs).

DOI: 10.5220/0013408200004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 437-444

ISBN: 978-989-758-752-8

437

According to Tomlinson, student differences affect

the achievement levels set by the teacher, who

provides instruction at the appropriate level for each

student (Lawrence-Brown, 2004). 0 content

instruction in sociology has become a research

interest. Studies on students' readiness have attracted

researchers' attention in the field of education. Dinar

Westi's research on differentiated instruction as a

solution to student diversity states that in

differentiated learning, a teacher must be consistent

and proactive in seeking ways to help students

succeed in the learning process (Andini, 2016). Hung's

study found that gender does not influence readiness

in online learning, but higher-grade students (junior

and senior) showed significantly greater readiness in

independent learning (Hung et al., 2010). Similarly,

Dwiyanti's research on online learning at junior high

schools in Denpasar stated that students were

generally ready to learn but needed some

improvements. It was recommended that teachers

motivate students to communicate more effectively

(Dwiyanti et al., 2020). Research on learning

readiness has also been conducted in higher

education, such as Sari & Trisnawati's study, which

concluded that learning readiness significantly affects

students' motivation and interest in learning (Sari &

Trisnawati, 2021). Differentiated instruction is a

model used to design learning experiences that cater

to students' individual needs. This type of instruction,

often referred to as "differentiated instruction," was

introduced by Tomlinson (Tomlinson, 2000). To

achieve the goals of the Merdeka Curriculum, where

students are expected to develop according to their

interests and talents, analyzing students' needs,

including their readiness for learning, is essential

(Witasaari, 2021). Other frameworks like the "among

system" (Noventari, 2020) and openness in learning

(Istiq’faroh, 2020) also highlight the importance of

preparing differentiated materials that respond to

students' readiness. Santangelo and Tomlinson stated

that teachers must proactively design learning

experiences that respond to individual needs, thus

maximizing the potential of all students (Santangelo

& Tomlinson, 2012). Research on learning readiness

and differentiated instruction has been widely

conducted, but studies focusing on analyzing

students' readiness in helping teachers design

differentiated instructional materials are still limited.

This gap is particularly important within the context

of implementing the Merdeka Curriculum.

According to Tomlinson, the goal of

differentiating readiness is to ensure that all students

are provided with appropriately challenging learning

experiences based on their individual readiness needs

(Santangelo & Tomlinson, 2012). Providing

differentiated instructional materials that align with

students' needs can help create meaningful learning

experiences. Tomlinson suggests that differentiated

content is a form of scaffolding provided by teachers to

develop students' abilities (Tomlinson & Mctighe,

2006). Reviewing students' readiness when designing

differentiated content for sociology learning is an

innovative approach in this research, which is critical

in meeting the requirements of the Merdeka

Curriculum and understanding students' learning

readiness. The constructivist theory emphasizes the

importance of social interaction in acquiring skills

and knowledge. To understand material well, learners

must engage with it actively. Teachers must create

situations where learners actively interact with

content through material manipulation and social

interaction (Schunk, 2012). Vygotsky's theory states

that students learn best within their Zone of Proximal

Development (ZPD). If students cannot solve a

problem on their own, teachers or peers provide

assistance through scaffolding (Kozulin et al., 2003).

According to constructivist theory, children construct

their knowledge independently, and with the help of

scaffolding from teachers, they can achieve their

learning goals. By analyzing students' readiness,

teachers can design instructional materials that meet

the needs of their students. This study aims to analyze

students' readiness levels in differentiated sociology

learning. Moreover, this research is beneficial for

sociology education, particularly in designing

differentiated learning, such as differentiated

teaching modules, learning materials, assessments,

and the learning process. In the context of sociology

learning, which requires contextual materials, it will

be very useful to identify students' readiness so that

contextual materials can be communicated using

media that align with the students' level of readiness.

2 RESEARCH METHODS

This study uses a descriptive quantitative approach,

which will describe students' learning readiness in

sociology learning by designing differentiated

content sociology lessons. According to Sugiyono

(Sugiyono, 2013), descriptive research relates to

questions about the existence of independent

variables, either with just one variable or more

(independent variables). This research is descriptive

in nature, presenting the results of the analysis of

students' learning readiness, which is supported by

differentiated content learning. The data collection

technique used in this study is a questionnaire, the

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

438

scores of which will be processed using descriptive

quantitative analysis, in the form of percentages.

Also, this study will be conducted at SMA Negeri 5

Padang, in sociology lessons for class X. The

population in this study consists of five classes, and

the sampling technique used is simple random

sampling, where the sample is taken randomly based

on the probability frequency of all population

members (Yusuf, 2019). Sampling will be carried out

using the Slovin formula as follows:

Description:

n = sample

N = population

e = margin of error due to sampling

inaccuracies

The data collection technique in this study utilizes a

questionnaire. The questionnaire is designed based on

the indicators of learning readiness. Interview and

observation data are used as supplementary data to

analyze the results of the questionnaire. The learning

readiness questionnaire uses a scale of Always (S) with a

score of 5, Often (SR) with a score of 4, Rarely (J) with a

score of 3, Very Rarely (JS) with a score of 2, and

Never (TP) with a score of 1 for positive statements. For

negative statements, the scoring is reversed. The

instrument used was tested for validity and reliability to

ensure that it accurately measures the level of students'

learning readiness.

The data analysis technique employed is

descriptive quantitative analysis, with percentages

used for presenting the results. The data analysis in this

study uses descriptive percentage analysis, and the

formula used is as follows (Sudjiono A, 2015):

 =





100%

Description:

P = Percentage to be calculated (Relative

Frequency)

F = Frequency

N = Number of Respondents

The indicators used to assess the achievement of

student readiness in this study are based on the

Indicator Norms, as outlined by Wijaya et al. (2022):

Table 1: Percentage Interval.

Percentage

Interval (%)

Categories

89 -100

Excellent

75 - 88

Good

61 – 74

Satisfactory

47- 60

Poor

≤ 45

Very Poor

(Source: Rohani, 2004)

In testing the instrument in this research, validity and

reliability tests were conducted on the instrument used to

measure students' readiness to learn according to

Tomlinson. Instrument validity was assessed by two

validators who filled out the validity questionnaire. This

validity questionnaire aims to obtain data on the level of

validity or feasibility of the learning readiness

questionnaire instrument based on Tomlinson's index.

3 RESULT AND DISCUSSION

The analysis of student learning readiness in

sociology instruction in this study can be observed

through the index proposed by Tomlinson. The

findings indicate that the implementation of the

Merdeka curriculum, with its differentiated learning

approach, requires diagnostic assessment to

determine students' initial interests and abilities.

When teachers design lessons or tiered tasks to

address students' varying levels of readiness, they

strive to match the task difficulty with students'

readiness levels.

Student learning readiness, commonly referred to

as readiness, can be assessed using The Equalizer

(Tomlinson, C.A., & Allan, 2000). Through The

Equalizer, Carol Ann Tomlinson provides a clear

view of students' learning readiness, ranging from

slow to fast. This shows that each student has a

different way of thinking. Some students respond

quickly to learning, while others are slower in their

cognitive processing. Teachers should understand

this, as each individual is born with unique traits.

Analysis of Student Learning Readiness Based on Tomlinson’s Learning Readiness Index in Differentiated Content Instruction for

Sociology in Merdeka Curriculum to Achieve Sustainable Education Quality (SDGs)

439

Figure 1: The Equalizer for Measuring Student Learning Readiness (Tomlinson, C.A., & Allan, 2000).

Table 2: Analysis Data on Students' Learning Readiness in Sociology Subjects.

Analysis of Student Readiness in Sociology Learning (Tomlinson Index)

Basic

37%

Transformative

63%

Concrete

50%

Abstract

45%

Simple

57%

Complex

43%

Structured

56%

Open (Open-Ended)

44%

Dependent

68%

Independent

32%

Slow

74%

Fast

26%

Source: Primarily Data.

Differentiated instruction is an approach that

offers a variety of learning resources so that students

can demonstrate what they have chosen. Before

facilitating differentiated instruction, teachers must

conduct a readiness analysis, one of which can be

done using Tomlinson's learning readiness

measurement table, as shown in Figure 1.

3.1 Students Readiness

Emphasis on assessing students' readiness is a crucial

step in supporting the implementation of

differentiated learning. Assessment in learning serves

to provide factual information about the progress or

learning outcomes of students. The types of

assessment used include formative and summative

assessments. Formative assessment is conducted at

the beginning of the learning process to determine

students' initial abilities so that teachers can carry out

instruction according to students' needs. Summative

assessment is used to determine the achievement of

learning objectives. Both types of assessment help

teachers determine students' readiness to learn. The

learning process at SMAN 5 Padang in Sociology has

implemented the Merdeka Curriculum with the

application of differentiated content instruction. The

differentiated learning process consists of four key

aspects under the control of the teacher, namely

content, process, product, and the learning

environment or classroom climate. In implementing

differentiation, teachers need to consider the

readiness of students to learn, specifically their level

of knowledge and skills in achieving learning

objectives. This includes understanding the prior

knowledge and skills that students already possess

regarding the material to be taught. Teachers should

reflect on what their students need to succeed in their

learning. Student readiness must be closely aligned

with the teacher’s mindset, recognizing that each

student has the potential to grow, both physically,

mentally, and intellectually.

The results of this study were obtained by

distributing questionnaires to 11th-grade students in

the Sociology subject, with the level of student

learning readiness assessed based on Tomlinson’s

The Equalizer index, as shown in Table 2.

The research findings illustrate that students'

readiness to learn the subject matter and how they

adapt to changes vary. Of the students, 63% show

transformative readiness, while 37% are still at a

basic level. This data indicates that students' ability to

adapt to the advancement of technology and the

changing times is at a moderate level. Students are

relatively able to adapt well to the differentiated

learning approach. In the 4.0 era, students are

increasingly capable of adapting to technological

advancements (Sultonah et al., 2021).

In content-differentiated learning, readiness

analysis is conducted first, with 63% of students

needing transformative content to understand

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

440

sociology, such as video materials about social

groups. Meanwhile, 37% of students, who still

require more basic support, are provided with

learning materials such as worksheets and other

teaching resources.

According to Tomlinson’s Equalizer, one aspect

of students’ readiness can be detected through the use

of abstract and concrete learning materials. In

analyzing students’ readiness for learning sociology,

particularly on the topic of social groups, teachers

map students' needs in a gradual manner. For abstract

content, students can be supported with materials like

illustrations of social groups to stimulate their

thinking. For students who prefer concrete learning

materials, such content makes it easier to convey the

lessons. In the sociology lessons, the data shows that

45% of students require abstract content, while 50%

prefer concrete content. Students in need of concrete

materials benefit from visual aids about social groups.

For these students, the planned content is designed

around the school environment and videos about

social groups.

Concrete objects in sociology lessons provide

important stimuli for students to engage with the

subject matter. Through the use of real- world objects,

the learning process engages all of the students' senses.

Concrete media are tangible, real- world objects that

can be substantiated. Such media help students

experience real-world learning during their

educational process. In sociology lessons, the content

provided includes real-world examples from the

school environment and the community, particularly

concerning social groups. Tomlinson's index also

includes aspects of simplicity and complexity. The

distinction between simple and complex learning lies

in whether students can grasp the subject matter

holistically or need a broader understanding to

comprehend more complex concepts. In the case of

sociology, on the topic of social groups, 43% of

students exhibit readiness for complex learning, while

57% demonstrate simpler learning needs. This

variance in readiness highlights the necessity for

differentiated content to cater to both simple and

complex learners. For students with complex

thinking, the content can be designed with diverse

materials, fostering collaborative learning. For

students with simpler readiness, content should be

presented in a sequential, from specific to general,

manner.

Another continuum perspective is the open and

structured thinking styles. The research data shows

that 44% of students are open-minded, meaning they

can easily accept change or criticism and, thus, adapt

more easily to learning. In contrast, 56% of students

exhibit structured thinking, which makes it more

difficult for them to accept critique or change. Here,

the teacher's role is crucial in guiding students to

adopt more open-minded approaches to

understanding the realities of sociology learning.

Students' openness to learning facilitates the

differentiation process in instruction.

The continuum of independence versus

dependence illustrates a difference between students

who can learn autonomously without the need for

teacher support and those who depend on the

teacher’s help. In sociology lessons, 68% of students

are dependent, while 32% are independent learners.

Such a learning environment necessitates teacher

intervention to support students, especially since a

significant portion of the class still relies heavily on

teacher assistance. Therefore, in content-

differentiated learning, teachers must prepare content

for both independent and dependent students.

The next perspective in Tomlinson’s index

concerns the continuum of slow versus fast learners.

Teachers must understand that students’ mastery of a

subject may vary in speed. In the differentiated

sociology lessons, 74% of students are slower in

mastering the content, while 26% grasp the material

quickly. The Equalizer, as developed by Carol Ann

Tomlinson, clearly illustrates students' readiness to

learn. This data demonstrates that each student has a

different way of thinking. Some students respond

quickly to lessons, while others take more time to

process the information.

This study indicates that students' readiness to

engage in differentiated learning processes varies.

Student readiness is a crucial aspect that teachers

must consider when designing differentiated

instruction. Readiness for learning reflects the

condition in which students are prepared to engage in

learning activities with full awareness to acquire

knowledge, understanding, skills, and attitudes

through observation, imitation, practice, and new

experiences. Learning readiness is the overall

condition that enables a person to respond to

situations in specific ways (Siagian et al., 2021).

Tomlinson suggests that teachers' understanding of

student readiness should inform the differentiation of

content, processes, products, and appropriate learning

methods. The concept of readiness encompasses

students' knowledge, understanding, and skills related

to the planned teaching. Readiness is not synonymous

with intellectual ability but rather a construct that

involves prior learning experiences, attitudes towards

school, as well as cognitive and metacognitive skills.

The goal of differentiating readiness is to ensure that

all students receive appropriately challenging

Analysis of Student Learning Readiness Based on Tomlinson’s Learning Readiness Index in Differentiated Content Instruction for

Sociology in Merdeka Curriculum to Achieve Sustainable Education Quality (SDGs)

441

learning experiences based on their individual

readiness needs (Santangelo & Tomlinson, 2012).

3.2 Content-Differentiated Sociology

Instruction

Sociology instruction within the framework of the

Merdeka Curriculum emphasizes the students'

capacity to apply sociological knowledge to their

daily lives as individuals within social groups,

addressing the issues inherent to those groups. The

primary objective of sociology education is to

cultivate critical, analytical, and collaborative

thinking among students, thereby fostering awareness

of both individual and social dimensions in a diverse

society. Moreover, students are expected to develop

heightened sensitivity and a sense of responsibility

towards contemporary social issues

(Kemendikbudristek BSKAP, 2022). The content and

objectives of this curriculum necessitate the design of

innovative instructional strategies by educators.

Based on the analysis of students' readiness for

learning, it is evident that students exhibit a wide

range of abilities, thus requiring teachers to

implement differentiated instructional strategies that

are responsive to the varied needs of each learner.

In the context of the school under study, sociology

teachers employ differentiated content by integrating

diverse media such as films, comics, and images. This

approach aims to facilitate students' understanding of

sociological concepts within a contextual framework.

Assessment practices are varied, including the

evaluation of student-produced projects such as

posters, short films, graphic media, comics, and

academic papers. This diversity in assessment is

further supported by collaborative efforts among

teacher leaders within the school. The establishment

of a learning community plays a critical role in

assisting teachers with overcoming challenges in

designing and implementing diverse instructional

approaches. This aligns with findings by (Langelaan

et al., 2024), which underscore the importance of

teacher collaboration in the development of programs

that integrate active learning, collaboration, and

reflective practices, all of which contribute to

sustainable and in-depth learning outcomes.

Differentiated instruction has been extensively

studied and proven to be an effective pedagogical

approach for addressing the diverse needs of students

(Tomlinson, C.A., & Allan, 2000). A student’s

readiness for learning in a differentiated classroom is

a pivotal factor in achieving the desired learning

outcomes. Teacher collaboration within the Merdeka

Curriculum, facilitated by the creation of a learning

community, significantly contributes to the successful

implementation of differentiated teaching strategies.

The data on students’ learning readiness presented

earlier indicates the diversity of student needs,

highlighting the necessity for teacher expertise in

crafting well-suited instructional plans.

Differentiated instruction proves to be most effective

when supported by collaborative efforts among

educators (He & Lo, 2024).

Collaboration among teachers plays an important

role in supporting differentiated learning, particularly

through the establishment of learning communities.

These communities are typically formed through

professional development programs, workshops, or

regular meetings where teachers share strategies,

resources, and experiences. For example, teachers can

collaborate in lesson planning sessions to design

activities that meet the diverse needs of students.

The impact of such collaboration is significant. It

fosters a culture of shared responsibility and

innovation, enabling teachers to implement

differentiated learning more effectively. By sharing

best practices and reflecting on classroom learning

outcomes, teachers can gain insights to adjust

materials based on students' readiness, interests, and

learning profiles. Furthermore, collaborative

communities provide support that reduces feelings of

isolation when facing new teaching challenges,

thereby improving overall teaching quality.

Furthermore, learning resources aligned with the

specific needs of students must be meticulously

abilities and backgrounds of learners (Grecu, 2023).

The analysis of student readiness for learning, as

proposed by Tomlinson, is a form of assessment for

learning. Assessment for learning, conducted

throughout the learning process, serves as a

diagnostic tool that informs the design of

differentiated instruction (Mariati et al., 2021).

Additionally, assessment as learning, a formative

approach, is utilized during differentiated content and

process stages. Finally, assessment of learning,

typically summative in nature, is employed to

measure the extent to which students have achieved

the intended learning objectives. Preparation is a

critical determinant of success in the learning process.

Well-structured preparation enhances the quality of

learning outcomes compared to those derived from

inadequate preparation. Thorough lesson preparation

ensures that a greater number of students achieve

success and facilitates easier tracking of learning

progress. Student readiness for learning is a

fundamental prerequisite for achieving educational

goals. Therefore, the design of instructional

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

442

preparation should be given due consideration, as it

enables students to better absorb and comprehend

content. Furthermore, effective preparation aids in the

clear communication of ideas by the instructor and

fosters an environment of positive feedback and

motivation, which ultimately influences learning

outcomes.

4 CONCLUSION AND

SUGGESTIONS

Learning readiness is one of the fundamental factors

in designing differentiated instruction. Designing

differentiated learning can be achieved by varying the

content according to the students' readiness in

sociology education. Based on the research findings,

it is crucial for teachers to analyze students' readiness

in learning. This analysis can be conducted at the

beginning of the learning process, allowing the lesson

design to align with the students' needs. This

approach facilitates the creation of meaningful

learning experiences. Collaboration in designing

differentiated instruction in schools is essential to

address the challenges teachers face on a personal

level. A learning community provides a platform for

teachers to work together in preparing well-

structured lessons. Also, this research identifies

limitations in the development of contextual content

that is relevant to sociology material. These

limitations may be caused by a lack of resources to

create material that is more aligned with the local

context or students' everyday lives. To address this,

the research could consider utilizing available

resources, such as collaborating with local

communities or using technology to create more

contextual material. Additionally, professional

development programs for teachers are also crucial to

enhance their ability to design and implement content

that is more relevant to real-life situations. With such

efforts, the development of contextual content can be

more effectively carried out and support more

meaningful sociology learning.

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