Improving the Cognitive Flexibility (CF) of adolescent students through differentiated instructions in Indonesia

Abstract

Students are expected to be adequately prepared to respond to technological advancements and complex global challenges. In this context, cognitive flexibility plays a crucial role in facilitating the development of appropriate alternative strategies. Previous research has identified several relevant learning activities aimed at enhancing cognitive flexibility. In the context of differentiated instruction, cognitive flexibility is further elaborated through consideration of the individual uniqueness of students, the learning situation, and the environment, making this concept particularly relevant to the educational setting in Indonesia. Consequently, this study aimed to enhance the cognitive flexibility of adolescent students through differentiated instruction training. A total of 70 adolescent students participated in a one-group pretest-posttest experimental design using convenience sampling. The participants completed an informed consent form and engaged in training activities for approximately 4 weeks. The findings indicated that 66% of participants showed an increase in cognitive flexibility attitudes following the learning intervention. Furthermore, inferential statistical analysis revealed significant differences between pretest and posttest results. The differentiated instruction training proved effective in improving cognitive flexibility attitudes. This research has implications for the development of effective learning models and provides recommendations for the enhancement of skills among adolescent students, not only within the context of Indonesia but also for potential implementation in different cultures and locations.