ACTION RESEARCH
The Impact of Differentiated Instruction and UDL on Secondary Students’ Critical Thinking Skills By Thressye N Nainupu, Kustiani Widyarti & Andre Yulianto
50 EARCOS Triannual Journal
Introduction There has been much research conducted in the field of Differentiated Instruction (DI) and Universal Design of Learning (UDL). Though most research focused on the impact of both approaches in students’ achievements, there are critical evaluations to consider. Most of the DI studies found impacts of DI on general students’ achievement (e.g., Beecher & Sweeny, 2008), with only a few of those studies examining a specific skill of the general achievements reported. Most studies also investigated the application of DI in the context of primary education, and very little was done in the secondary education setting (Kiley, 2011; Smale-Jacobse, et. al., 2019; Bondie, et. al., 2019). Among those studies in secondary settings, many studies failed to clearly describe how both DI and UDL were incorporated into teaching and learning (Saleh, 2021; Smalle-Jacobse, et. al., 2019; King-Sears, et. al., 2023).