p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 6 June 2024 http://jist.publikasiindonesia.id/

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 6, June 2024 2896

The Praxis of Differentiated Learning in the Independent

Learning Curriculum Judging from the Idea of "Totality and

Infinity" Emanuel Levinas

materials, processes, products and forms of assessment or evaluation of learning. The

concept of differentiation learning in the Independent Learning Curriculum application

emphasises recognising individual students' diversity and efforts to provide relevant and

meaningful learning experiences for each student according to their needs, interests, and

potential (Jasiah, Maisura, Susilo, Trinova, & Yuniendel, 2023). The Merdeka Belajar

curriculum recognises that each student has unique needs, interests, and talents. The

praxis of differentiated learning emphasises the importance of understanding and

accommodating this diversity in learning planning and implementation.

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the

Idea of "Totality and Infinity" Emanuel Levinas

Ramadan, 2023). In addition, teachers can form small groups with students with similar

levels of understanding or hold different groups for students who need additional help.

This way, students can study with their peers and receive appropriate support. In terms of

assessment, differentiated learning uses formative assessment continuously. Teachers

actively monitor student progress, provide timely feedback, and change teaching

strategies if necessary. With formative assessments, students can see where they are,

identify their strengths and weaknesses, and develop effective learning strategies.

interests of students. Teachers must be able to adapt curriculum and learning activities to

challenge more capable students and provide support for students who need additional

idea of "Totality and Infinity" (1961) put forward by Emmanuel Levinas (1906-1995)

(Roubach, 2019). Levinas was a French philosopher famous for his concept of ethics

centred on duty to others. In his work, "Totality and Infinity", Levinas highlights the

importance of the relationship between the individual and the other and the moral

responsibility arising from that relationship. In the context of differentiation learning,

KMB emphasises the importance of accommodating individual diversity in the learning

process. The concept of "Totality and Infinity" can provide a relevant view. Levinas

emphasises that individuals cannot be reduced to part of a whole or totality but have a

dignity that cannot be ignored and that must be respected by others. Thus, the praxis of

empathy, and exchange of views between individuals are essential in creating an inclusive

and supportive learning environment (Norman & Zoncita, 2016). Thus, the praxis of

differentiated learning in the Merdeka Belajar Curriculum can be seen as an effort to

recognise, respect, and facilitate individual diversity while promoting mutually beneficial

relationships between individuals in the learning process. This aligns with the ethical

values proposed by Levinas in his thoughts on Totality and Infinity.

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 6, June 2024 2898

the meaning of freedom. Levinas' central thesis is that all philosophical inquiry begins

with our awareness of our existence as human beings. By reflecting on life experiences,

we can understand the nature of consciousness, the limits of our knowledge, and the

conditions that allow us to be free. At the heart of Levinas' philosophy is the concept of

'the Other'. For Levinas, the Other is everyone separate from us – physically and in terms

of their thoughts, feelings, and experiences. By meeting with 'Others', we face aspects of

reality that fundamentally differ from our reality (Muthohar, Syukur, & Junaedi, 2020).

is fundamental in Levinas's philosophy, emphasising the ethical relationship between

individuals and "others". Levinas argued that individuals cannot be understood or reduced

respected, and faced with genuine moral responsibility. This concept led Levinas to

develop the idea of ethics centred on the relationship between the individual and "others",

which became the basis for many of his philosophical works (Hand, 1997). Levinas

argues that this encounter with the 'Other' has profound implications for our

understanding of ethics. Ethics unfolds through interactions with others rather than based

on abstract principles or rules. By responding to the needs of the 'Other', we can begin to

live ethical lives grounded in the reality of human existence.

(Fan, Breslin, Callahan, & Iszatt‐White, 2022). The literature review is preceded by

this context is an approach that involves identifying, collecting, and critically analysing

and the works of Levinas relating to ethical responsibility towards other individuals. This

literature analysis is then used to construct a comprehensive understanding of

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the

Idea of "Totality and Infinity" Emanuel Levinas

and requires different learning approaches according to their conditions and needs. It

allows educators to design learning programs that are responsive and adaptive to students,

improving the quality of learning and achieving the goals of the Free Learning Curriculum

(Jasiah et al., 2023).

centre of learning and provides freedom and flexibility to educational institutions to

first, adapting learning to student needs. In the KMB system, students can choose a

learning program and even design it to adapt to their conditions and interests. With a

differentiated learning approach, educators can design learning programs that better suit

students' needs and learning styles (MS, 2023). Second, it encourages creativity.

Differentiated learning can increase students' creativity because it gives them the freedom

to be creative and choose the way of learning that suits them best. This learning approach

allows students to explore their interests and talents and build critical thinking and

analytic skills (Wulandari, 2022). Third, increase flexibility. Learning programs are

designed to accommodate student needs and preferences in a differentiated learning

approach. Therefore, educators can provide flexibility in curriculum design and learning

focused and effective student learning programs in differentiated learning. In

implementing KMB, educators can use this approach to achieve set learning targets,

experience. In the differentiation learning approach, students have the opportunity to

achievement, and enhance student learning experiences. Differentiated learning and

KMB must be integrated with the same goal: to achieve high-quality education and

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 6, June 2024 2900

in implementing KMB (Amalia, Rasyad, & Gunawan, 2023).

learning practices in implementing an independent curriculum. First, it places students as

the main subject in the learning process. Levinas' thinking on the importance of full

engagement with the Other suggests that individuals must understand their environment,

including in the context of learning. In differentiation learning practice, this can be

interpreted as placing students as the main subject in the learning process, considering

their respective experiences, needs, and preferences. By opening space for students to

choose learning programs that suit their talents and interests, learning can be better

adapted to individual needs (Ghani et al., 2023). Second, it forms ethical, solid

improve intercultural skills in the classroom. Levinas' thoughts and views on the

importance of full engagement with 'the Other' apply to relationships between close

individuals in society and reinforce interculturality within the classroom. In the

independent learning curriculum, students are expected to be able to work together with

native students and transmigrant students who have different cultures. Differentiation

learning practices can accommodate these cultural differences, thus increasing student

interaction and understanding, and, in the more extensive run, foster enthusiasm and the

ability to develop cultural diversity. Fourth, improve critical and independent thinking

skills in students. Levinas' thinking about the position of 'the Other' as a source of ethical

learning and development can enhance students' ability to think critically and

in implementing KMB. Her thoughts on the importance of full engagement with the

Other, ethical relationships, and social responsibility can help build learning situations

that better suit individual needs and preferences. By employing a differentiated learning

approach, Curriculum Merdeka Belajar can guarantee that every student gets the right

learning approach to develop their potential and become independent and wise

individuals.

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the

Idea of "Totality and Infinity" Emanuel Levinas

learning and student ability using various more selective measurement methods. This

assessment helps teachers understand how to support students in learning more

effectively. This program also helps determine each student's most suitable differentiation

learning scenario (Undikma et al., 2023). 2) Description of the grading rubric. An

assessment rubric is a procedure for assessing performance criteria used in teaching and

evaluating the learning process. In differentiated learning, assessment rubrics are essential

in facilitating competency-based assessment. The rubric is designed to provide clear

criteria and indicators of what is expected during the learning and evaluation process. 3)

Cooperative and collaborative learning. Cooperative Learning is a learning approach that

has proven effective in applying differentiation learning. In this learning model, students

can also use video recordings to assess students' abilities or assist students in identifying

weaknesses they may have (MAHYUDDIN et al., 2016). 5) Peer Support and Teaching

Method Program" (PSTMP). PSTMP is a personalised learning program designed to

accommodate students' learning needs. In this program, students take initial tests to

evaluate their ability level in various subjects. The results of this test are used to design

learning programs according to student needs and interests (Wijayanti & Prihandini,

2024).

classroom and school. Programs such as PLSP, cooperative learning, rubric assessment

description, and learning-based assessment have proven successful in helping students

schools. Here are some of the main challenges that may be faced (Cakranegara, 2021)

(Fitriah & Widiyono, 2023): 1) Limited resources. One of the main obstacles is limited

resources, both in terms of time, teaching staff, and learning materials that can be tailored

to students' individual needs. Not all schools have sufficient infrastructure or funding to

support differentiated learning effectively. 2) Teacher training. Teachers need specialised

training in designing, managing and evaluating differentiation learning. Unfortunately,

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 6, June 2024 2902

can be challenging for teachers who have classes with large numbers of students. 4)

Administrative challenges. In some cases, rigid school or administrative policies can

hinder the implementation of a differentiated learning approach. Curriculum

standardisation or uniform evaluation policies may not support the flexibility necessary

to practice differentiation effectively. 5) Resistance or fear. Some teachers may feel

uncomfortable or afraid of trying differentiated learning methods because of concerns

over failure or the complexity involved. Uncertainty about the outcome or concerns about

how students, parents, or administrators respond can also be obstacles. 6) Stereotypes or

stigma. Some students or groups may experience stigmatisation if placed in a different

learning group or get extra help. This can affect their emotional well-being and

2022). 1) School culture and learning traditions. Strong school cultures and established

learning traditions can hinder change and innovation, including implementing

differentiated learning. If this approach is inconsistent with existing values or practices,

it cannot be easy to introduce it and gain support from the entire staff and school

administration. 2) Systemic policies and structures. Education policies, curriculum

standards, and other systemic structures can also be barriers to implementing

differentiated learning. If policies or standards do not support flexibility and adaptability

in learning, this can limit teachers' ability to differentiate effectively. 3) People's mindset

and expectations. People's expectations of education and their perceptions of what counts

as successful learning can also influence acceptance of differentiated learning. If society

administration and leadership. Support from school administration and leadership is

essential for successfully implementing differentiated learning. If principals or

administrative staff do not support change or do not provide sufficient resources, teachers

may find it challenging to implement differentiation practices effectively.

essential recommendations and suggestions related to efforts to change the mindset and

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the

Idea of "Totality and Infinity" Emanuel Levinas

respected. Teachers need to develop independently in terms of empathy and sensitivity to

understand each student's needs, concerns, and potential. This requires an awareness of

each student's uniqueness and the ability to feel their perspectives and experiences. In

classroom learning activities, a teacher must create a safe, inclusive, and responsive

learning environment where every student feels welcome and supported. This can include

paying attention to students' emotional and psychological needs and promoting student

collaboration and support (Wahyuningsari, Mujiwati, Hilmiyah, Kusumawardani, & Sari,

2022). In this case, teachers must acknowledge and positively respond to student

diversity. This could mean providing a wide range of learning materials, tailoring

teaching methods, and providing additional support for students' needs. Teachers must

differentiation learning, teachers need to receive adequate training and support in

planning, implementing, and evaluating differentiated learning. Teachers attend training

and Professional development (Rofiah et al., 2024). Teachers must have adequate training

and professional development in designing, managing, and evaluating differentiated

learning. This can include training on introducing different learning styles, differentiation

strategies, and curriculum adjustments. Teachers may involve workshops, seminars, or

professional development focused on inclusive learning strategies. In addition to training

and professional development activities, teachers must build collaboration and

participation externally and internally. Collaboration between teachers, school staff,

where every student feels valued and supported. This can include building diversity

awareness, encouraging student collaboration, and providing space for diversity in

curriculum and learning (Wa’alin & Munandar, 2024). Of course, this is also supported

by vital administration and resources. School administrations need to provide vital

support to teachers in implementing differentiated learning. This can be in the form of

Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 6, June 2024 2904

supporting differentiation learning. Schools need to communicate with parents about the

importance of this approach and get their support in expanding differentiation learning

practices at home (Fauziati & Hidayati, 2023). In addition, public education about

Levinasian values. As emphasised by Levinas, public education about ethical values and

responsibility to others can help build a better awareness and understanding of the

importance of supporting differentiated learning in an educational setting.

Communication and education can work if schools build productive partnerships with

external organisations and institutions (Rosiyani, Salamah, Lestari, & Anggraini, 2024).

Schools can work with external organisations and agencies that support differentiation

learning through training programs, additional resources, or technical support in

ethical principles and responsibilities espoused by Levinas in "Totality and Infinity". This

will help ensure that every student is treated fairly, respected, and supported on their

academic success and personal development journey.

learning approach is very important because each student has different needs and interests

in learning. Referring to the philosophical idea of "Totality and Infinity" Emanuel

Levinas, the awareness and moral responsibility of teachers, schools and communities

towards the diversity of individuality of each student becomes fundamental. In this

regard, there is a demand that educational institutions should strengthen interpersonal

relationships between teachers and students and improve teachers' ability to accommodate

student needs and avoid discrimination. The learning ecosystem and school culture must

be structured and open to encourage student participation and effective decision-making

and continue to motivate students to become independent. In order to create an inclusive

and respectful educational environment, continuous reflection and evaluation of the