433

International Journal of Learning, Teaching and Educational Research

Vol. 22, No. 10, pp. 433-452, October 2023
https://doi.org/10.26803/ijlter.22.10.24
Received Sep 5, 2023; Revised Oct 29, 2023; Accepted Nov 4, 2023

Unlocking Classroom Potential: Exploring the

Mediating Role of Teacher Mindset on
Embracing Differentiated Instruction
Enung Hasanah*
Universitas Ahmad Dahlan
Yogyakarta, Indonesia

M. Ikhsan Al Ghazy
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia

Suyatno Suyatno , Ika Maryani

Universitas Ahmad Dahlan
Yogyakarta, Indonesia

Mohd Zailani Mohd Yusoff

Universiti Utara Malaysia
Kedah, Malaysia

Abstract. Differentiated Digital Instruction (DDI) is a viable solution to

cater to students' personalised learning needs in 21st-century education.
Despite the numerous benefits associated with this model, not every
teacher has the capability or willingness to adopt it, primarily because of
its perceived complexity. This research examines the direct and indirect
relationship between teacher knowledge about digital differentiated
learning and the availability of digital infrastructure in schools on
implementing digital differentiated learning through the mediating role
of teacher mindset through structural equation modelling. This study was
conducted among junior high school teachers in West Sumatra,
Indonesia. A simple random sampling technique was used for data
collection. The collection and sample size consisted of 161 participants.
The data analysis process was carried out using SmartPLS 4 Structural
Equation Modelling (SEM) analysis. These findings contribute to the idea
that the teacher's mindset is a mediator between digital differentiated
learning and the availability of digital infrastructure for implementing
digital differentiated learning. This research is helpful for school
principals to prioritise developing teacher mindsets first before
instructing the implementation of digital differentiated learning in
schools. As this study highlighted the importance of this subject, it also

*
Corresponding author: Enung Hasanah; enung.hasanah@mp.uad.ac.id

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International License (CC BY-NC-ND 4.0).
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emphasised the need for further exploration of additional factors

regarding the implementation of the digital differentiated instruction
model.

Keywords: differentiated instruction; digital instruction; teacher mindset;

quantitative; Indonesia

1. Introduction
Digital Differentiated Instruction (DDI) is a powerful educational approach that
leverages technology to tailor learning experiences to individual students' needs,
abilities and interests. It recognises that every learner is unique, and DDI
empowers educators to provide customised content and support, fostering more
effective and engaging learning. By harnessing the potential of digital tools and
data-based insights, DDI has the potential to revolutionise education by
promoting inclusivity and personalisation within the classroom, equipping
students with values such as digital agility and knowledge of human diversity.
The importance of students equipping themselves with values like digital agility
and knowledge of human diversity cannot be overemphasised in this era of
globalisation, as emphasised by Cénat (2020), Salmela et al. (2022), Jankelová et al.
(2020) and Mishra et al. (2020). These competencies are fundamental prerequisites
for students to achieve individual well-being (Killpack & Melón, 2016), and
societal progress (Naziev, 2017) in the future. Moreover, it is equally essential for
students to master cutting-edge knowledge and technology, have control over
socio-emotional aspects, recognise their potential, develop a passion for learning
and embrace positive self-acceptance (Anderson et al., 2022), in order to attain a
complete well-being.

To realise student well-being within schools (Lindsay et al., 2023), teachers should
be capable of fostering school connectedness, joy of learning, educational purpose
and academic efficacy in the school environment (Zadworna et al., 2023). They
must also be capable of providing adaptive and inclusive educational services that
cater to the needs of each student, both individually and collectively (Aas, 2023;
Prakosha et al., 2018; Svetlichnaya, 2022). This comprehensive approach is
essential for nurturing the well-being and academic success of all students.

One form of inclusive and adaptive education concept to foster student well-being
in this digital era is DDI (Hasanah, Suyatno, et al., 2022). Digital differentiated
instruction is an educational approach that leverages technology to tailor
instruction to the individual needs, interests and abilities of students. It builds on
the principles of DI, which is an approach to teaching that recognises that students
have diverse learning styles, abilities, and needs and seeks to adapt instruction to
meet those differences. Digital tools and resources enable educators to deliver
personalised and flexible learning experiences more effectively. By employing this
model, teachers can adjust the curriculum and teaching methods to match the
individual needs and abilities of students, thereby creating an inclusive learning
environment and strengthening their overall well-being in the process. Digital
tools can collect and analyse data on student performance and engagement,
allowing teachers to tailor content, pace and assessments to each student.
Adaptive learning platforms, such as Khan Academy, can automatically adjust

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the difficulty of problems based on student performance. It is important to

acknowledge that this learning model is highly beneficial for students, specifically
those from diverse and multicultural countries such as Indonesia (Hasanah,
Badar, et al., 2022).

In previous studies, it was found that Indonesian teachers admitted to struggling

with the implementation of DDI because the model is relatively new and requires
more effort and complex time management compared to traditional teaching
methods (Aminuriyah et al., 2022; Martanti et al., 2022). Moreover, the lack of
digital infrastructure was identified as a basic challenge hindering the successful
implementation of this teaching method in remote areas (Hasanah, Suyatno, et al.,
2022). It is crucial to address these challenges to effectively implement DDI and
achieve high-quality educational outcomes (Widyanti, 2018).

Previous studies (Bi et al., 2023; Stollman, 2018) extensively explored many factors
directly influencing the adoption of differentiated instruction (DI) strategies,
including knowledge of the model (Lavania & Mohamad Nor, 2021), social
construction of culture (Kinyanjui et al., 2015; Moulin-Stożek, 2019), teacher
competence (Hanafi & Setiyani, 2021; Ruaya et al., 2022), transformative
leadership skills of school principals (Et.al, 2021; Hoogeboom & Wilderom, 2019;
Manik, 2016), and the availability of digital learning facilities (Caldera et al., 2021;
Ghazi et al., 2021, 2022; Nosova et al., 2019; Øvrelid & Bygstad, 2019).
Accordingly, DDI implementation in Indonesia is primarily influenced by critical
factors namely teacher knowledge and the availability of digital resources, both
of which are mediated by teacher mindset. It is expedient to acknowledge that the
impact of teacher mindset in connecting various factors influencing DDI practices
has not been adequately explored. To address this empirical gap, a survey was
conducted to examine the mediating role of teachers’ mindset in DI practices by
linking teacher knowledge pertaining to the model and the availability of digital
learning resources.

In terms of DDI practices, two dominant factors have been identified to play a
dominant role in enabling teachers to adopt innovative teaching principles. These
factors include the knowledge level of teachers pertaining to the proposed
teaching method and the availability of digital learning facilities. However, these
factors alone may not successfully influence the adoption of advanced teaching
innovations if not supported by the willingness of teachers to embrace new
innovative approaches. The mindset of teachers plays a crucial role in determining
whether or not they are willing to adopt innovative and renewed work
approaches (Caniëls et al., 2023). Despite the significance, the impact of teacher
mindset in connecting various factors that influence DDI practices has not been
adequately explored. This empirical gap was examined by means of a survey on
the role of mindset in instruction practices by linking teacher knowledge on DDI
and the availability of digital learning resources.

A profound understanding of the mediating role of teacher mindset in DDI

practices may provide valuable insights for the development of inclusive and
adaptive education that prioritises the needs of students (Sewagegn, 2020).
Therefore, this study aimed to identify the possible relationships by considering
teacher mindset, teacher knowledge on DI principles, and the availability of

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digital learning resources. It also examined the relationship between teacher

competence, transformative leadership of school principals, the availability of
digital learning facilities, and the quality of DI implementation, with the growth
of teacher mindset serving as the mediating variable.

2. Theoretical Background and Hypothesis Development

This section delves into several essential concepts pertaining to the quality of DI
practices, drawing insights from various literature sources. By exploring multiple
variables, this explanation aims to assist the formulation of indicators that are
capable of describing the latent variables and strengthen logical flow.

2.1 DDI implementation influenced by teacher knowledge about DI

The principles of DDI emphasise acknowledging individual differences among
students and providing learning experiences that align with their needs and
interests (Tomlinson, 2001; Tomlinson et al., 2003). In this situation, teachers with
a growth mindset employ diverse and flexible strategies to meet the needs of
students with different learning styles (Mesler et al., 2021). The mediating role of
a growth mindset in DDI practices extends to influencing how students perceive
their abilities and fostering an adaptive attitude toward challenges (Frondozo et
al., 2022). By reinforcing the belief of students in their capacity to grow through
effort, teachers with a growth mindset can establish a learning environment that
promotes motivation and perseverance in achieving goals (Tan & Maeda, 2021).

The importance of teacher knowledge (Zabeli et al., 2021) about DI cannot be

overestimated. This model offers an approach that allows teachers to
accommodate individual differences among students in the classrooms (Pozas et
al., 2021). Teachers with adequate knowledge on DI strategies can identify the
unique needs and learning styles of each of their students, thereby enabling the
development of appropriate lesson plans. Skilled teachers in this context can
provide relevant and meaningful learning experiences for all students, ensuring
they can reach their maximum potential (Smale-Jacobse et al., 2019). Moreover,
this approach promotes inclusion and acceptance in the classroom, leading to the
establishment of a positive and supportive learning environment (Garrote et al.,
2020). From the obtained results, it can be seen that teacher knowledge is a key
factor in creating effective and inclusive learning experiences for all students.
Based on the comprehensive literature review, Hypothesis 1 was formulated as
follows:

H1 = Teacher knowledge on DI is positively and significantly related to the

quality of DDI implementation.

2.2 DDI Implementation Influenced by the Digital Infrastructure Availability

Adequate digital infrastructure is an external factor that significantly influences
the quality of DI implementation (Mahoney & Hall, 2017). For successful
implementation, teachers require access to various digital resources, including
educational software, educational applications, online learning platforms, and
other supporting materials (Timotheou et al., 2023). Therefore, in cases where
digital infrastructure is lacking, teachers may face limitations in effectively
implementing DDI. The infrastructure required for digital learning
implementation includes internet access, learning management systems, devices,

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and computers (Supardi & Hasanah, 2020). Previous studies have shown that
technology-oriented DI effectively motivates students to learn scientific
knowledge, leading to significant differences compared to traditional learning
methods. Based on the literature review, Hypothesis 2 was formulated as follows:

H2 = The availability of digital learning resources is positively and significantly

related to the quality of DI implementation.

2.3 The Principle of DI Influenced by Teacher Mindset.

The principle of DI is strongly influenced by the growth mindset of teachers (Ginja
& Chen, 2020). In this context, growth mindset refers to the belief that intelligence
and abilities are not fixed but can be developed and enhanced through effort and
dedication. Accordingly, individuals with a growth mindset adhere to beliefs
centred around effort and growth (Yilmaz, 2022). In an educational setting,
teachers with a growth mindset believe that the abilities and intelligence of
students can be developed through appropriate effort, practice and perseverance
(Ng, 2018). They view failure as an opportunity to learn and improve, and tend to
have an open attitude toward change, readily embracing new approaches to
teaching (Kaya & Yuksel, 2022). Based on the comprehensive literature review,
Hypothesis 3 was formulated as follows:

H3 = Teacher mindset is positively and significantly related to the quality of DI

implementation.

Based on the assumptions made in this study, a conceptual framework was

developed, which can be seen in Figure 1.

Figure 1. Conceptual framework model

3. Research Methodology
3.1 Study Design
The purpose of this research is to investigate the role of the teacher's mindset as a
mediating variable that connects teacher competence and the availability of digital
media to teachers' ability to implement digital-based differentiated learning. We
used a quantitative approach to collect the empirical data required for this study.
This method provides a structured and systematic approach to data collection,
analysis and interpretation, which has various advantages in the context of this
research. Simple random sampling was chosen as the best strategy for participant
selection because it allowed the researchers to reach individuals from the easily

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accessible target population. Junior high school teachers in West Sumatra,

Indonesia, were the target group in this study. Data from participants were
collected using standardised questionnaires. The survey was divided into two
main parts: demographic data and factors influencing the use of e-learning
technology. Participants were asked to provide information about their age,
gender, their perception of competence in DI, the availability of digital media in
their respective schools, the implementation of DDI, and teachers' paradigms
regarding learning.

3.2 Procedures and Respondents

This research is part of a multi-year project funded by the Indonesian Ministry of
Education, Culture, Research and Technology. The chosen research area was West
Sumatra. West Sumatra was selected as the research area because it is one of the
provinces in Indonesia that is currently experiencing development. However, in
some parts of the region, there are still remote areas that lack adequate
educational facilities. This is the second-year research, which aims to identify
barriers and challenges in enhancing teachers' abilities to implement digital
differentiated learning models in West Sumatra, one of which is to emphasise the
role of teachers' mindsets in improving the quality of education. In this context,
the quality of education measured is digitally based differentiated learning. In this
study, a total of 161 teachers from both public and private junior high schools in
West Sumatra, Indonesia, were selected by means of simple randomisation
(Horton, 2022). The researchers ensured that the sample size used adhered to the
minimum requirement of 100 samples, as recommended by Hair et al. (2014), for
conducting SEM analysis.

3.3 Data Collection Process

The instrument used in this study was developed by the author. During the data
collection process, instruments were developed based on the theoretical
framework prepared previously. In the initial stage, permission was obtained
from the Governor of West Sumatra to conduct a multi-year study spanning three
years (2022-2024), with a focus on DI implementation in junior high schools in the
province. After obtaining the permission, data were collected through an online
Google Form, which was distributed to teachers in these schools during the period
from June to July 2023. Subsequently, the data collection instrument presented to
teachers consisted of positive statements pertaining to all the variables observed
in this study. Teachers were asked to express their perceptions using a 4-point
Likert Scale. On this scale, the scores 1, 2, 3 and 4 represented very high
disagreement, disagreement, agreement and very high agreement, respectively
(Bacon-Shone, 2015).

3.4 Data Analysis Process

In this study, the data analysis process was conducted using the SEM method with
the Smart PLS 4 software (Hair et al., 2017). SEM is a statistical technique used to
test and model the relationships between variables in a complex system. Using
SmartPLS software version 4.0, the relationships between teacher knowledge on
DI and the readiness of digital learning tools were effectively and easily identified.
This process was mediated by Teacher Growth Mindset, by exploring significant
indirect influences. Additionally, the analysis examined direct influences to

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gather further evidence of the impact of these various factors (Hair et al., 2017).
During the analysis, two types of mediation were considered, namely, full and
partial mediations. Full mediation occurs when there is only a statistically
significant indirect influence, while partial mediation occurs when both the direct
influence on the dependent variable and the indirect influence through the
mediator is significant (Hair et al., 2017; Timothy, 2022).

Partial mediation can be further categorised into two namely complementary

partial mediation and competitive partial mediation. Complementary partial
mediation arises when both the indirect and direct influences are significant and
move in the same direction. Competitive partial mediation, on the other hand,
occurs when both influences are significant but move in opposite directions (Kono
& Sato, 2023).

The data analysis was carried out in two main stages including (1) calculating path
coefficients using the SmartPLS algorithm and (2) evaluating the significance of
path coefficients and mediation influences through the SmartPLS bootstrap
procedure. Following this, during the bootstrap process, 5000 samples were used,
following the recommendations of (Hair et al., 2017), to calculate coefficients, as
well as direct and indirect influences.

3.4.1 Measurement Model Evaluation

The measurement model in this study consisted of both reflective and formative
measurements. The variables of teacher knowledge on DI, availability of digital
learning facilities and teacher mindset were measured reflectively, while the
quality of DI implementation was assessed in a formative manner (Hanafiah,
2020).

In this study, the cross-loading table was employed as the initial step to assess the
presence of discriminant validity among the constructs. The SmartPLS 4 data
analysis method used to assess the outer model comprised four criteria, which
include average variance extracted (AVE), composite reliability (CR),
discriminant validity and convergent validity. A model is considered acceptable
when the factor loading of each item exceeds 0.7, CR surpasses 0.7, AVE is above
0.5, and the HTMT value is below 0.90 (Hair et al., 2017). The formative model
was evaluated based on the significance of the outer weightings and the absence
of multicollinearity among the items, which was evidenced through the VIF
values below 5. A comprehensive view of these construct values is presented in
Table 1.

Table 1. Outer loading, composite reliability and average variance extracted

Measurement Outer Cronbach's
Latent Variable rho_a rho_c AVE
item Loading alpha
Speed and
reliability of
Availability of
internet
digital learning 0.877 0.923 0.925 0.942 0.764
connection on
media in schools
the school
premises

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Measurement Outer Cronbach's

Latent Variable rho_a rho_c AVE
item Loading alpha
In my school
has integrated 0.852
smart boards
Availability of
projectors or
interactive
0.841
screens for
digital
presentations
Accessibility of
devices to all
students,
0.911
including
those with
special needs
Availability of
digital learning
applications
that support 0.888
the teaching
and learning
process
I use
technology to
0.881 0.852 0.861 0.895 0.631
differentiate
instructions
I use a study
contract in my 0.818
classroom
I make a
variety of
digital-based 0.737
teaching
DI materials
implementation I allow
students in my
class to work
0.818
from higher
grade-level
textbooks
I group
students by
ability across
0.707
classes at the
same grade
level
I understand
Teacher about the
0.778 0.832 0.842 0.881 0.598
Knowledge on DI Student
Interest Centre

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Measurement Outer Cronbach's

Latent Variable rho_a rho_c AVE
item Loading alpha
I can make a
variety of
digital-based 0.721
teaching
materials
I understand
the Student
Choice Terms:
[about content, 0.827
process,
and/or
product]
I can do graded
assessments in 0.781
class
I can design
different
lessons based 0.757
on student
interests
There are
many ways to
help students
achieve 0.867 0.909 0.915 0.936 0.786
optimal
learning
outcomes
I am ready to
adapt and
change my
earning
0.912
methods
according to
Teacher Mindset
the needs of
students
The abilities of
everyone will
grow through 0.879
various
practices
Student-centre
learning can
produce
0.888
quality
educational
output

Based on the results presented in Table 1, it is evident that the study instrument
is valid and reliable. This validity can be observed from the cross-loading values,
which exceeded 0.7. Additionally, the obtained Cronbach's alpha values were
above 0.7 (Brown, 2002; “Confiabilidad y Coeficiente Alpha de Cronbach,” 2010),

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indicating good reliability. The convergent validity test results based on AVE
were compared to the predetermined threshold values. AVE measures the
amount of variance explained by the construct represented by its indicators.
Higher AVE values indicate better construct reliability (Hair et al., 2014).
Accordingly, from the results presented in Table 1, it can be seen that the AVE
values for all variables were above 0.5. This indicated that the instruments used
had satisfactory convergent validity. To further evaluate the measurement model,
this study also estimated the HTMT values, as presented in Table 2 below:

Table 2. HTMT
Availability of
Teacher
Digital Learning DI Teacher
Knowledge
Media in implementation Mindset
on DI
Schools
DI Implementation 0.510
Teacher
0.451 0.605
Knowledge on DI
Teacher Mindset 0.356 0.683 0.529

The discriminant validity measure HTMT was considered more sensitive and
accurate in detecting discriminant validity. This was because the HTMT values
for all variables fell within the recommended threshold, which was below 0.90
(Hair et al., 2017), as shown in Table 2.

4. Results
4.1 Structural Model Evaluation
The evaluation of the structural model is closely tied to hypothesis testing. The
inner or structural model serves as a framework for predicting cause-and-effect
relationships between latent variables or parameters that cannot be directly
measured. This structural model delineates the interplay of causal relationships
among latent variables, based on the underlying theoretical framework. In
evaluating the structural model, bootstrapping and blindfolding procedures were
employed in SmartPLS software.

During this evaluation process, several key components were examined,

including:
(1) Coefficient of determination (R-square): This value gauges the explanatory
power of endogenous constructs within the model. R-square values of 0.67
(strong), 0.33 (moderate), and 0.19 (weak) provide insights into the strength of
the relationship within the model.

(2) Path Coefficients Estimation: Path coefficients, representing the magnitude of

relationships between latent constructs, were also estimated. This estimation
was carried out through the bootstrapping procedure, which helped to
establish the significance and reliability of these coefficients.

(3) Effect Size (F Square): This metric was employed to evaluate the goodness of
the model.

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Table 3. R-Square
R-square R-square adjusted
DI implementation 0.484 0.474
Teacher Mindset 0.243 0.234

From the results presented in Table 3, the relationship between the variables in
this study fell under a moderate category since the obtained values were between
0.19 and 0.67. An R-Square value of 0.48 was observed, indicating that the
independent variable was capable of explaining 48% of the variance in the
dependent variable. However, the remaining 52% could not be explained by the
independent variable and may be attributed to other factors beyond its scope
(error component).

Based on the hypothesis testing results (Table 4), the following findings were
observed:
1. The first hypothesis was accepted (H1), indicating a significant influence of
the availability of digital learning media in schools on DI implementation.
The obtained path coefficient was 0.223, with a p-value of 0.000. This showed
that an increase in the availability of digital learning media in schools led to
an improvement in the quality of the implementation process. Following this,
at the 95% confidence interval, the effect of digital learning media availability
on DI implementation was between 0.106 and 0.345. This finding highlighted
the importance of digital facilities in schools to support the achievement of
high-quality implementation of the digital learning model.
2. The second hypothesis was accepted (H2), emphasising that teacher
knowledge on DI exerted a significant influence on its implementation. The
obtained path coefficient for this variable was 0.231, with a p-value of 0.000.
These values indicated that an increase in teacher knowledge undoubtedly
increased the quality of the implementation process. Furthermore, at the 95%
confidence interval, the influence of teacher knowledge on the
implementation was between 0.075 and 0.378. These values underscored the
importance of enhancing teacher knowledge on DI to achieve high-quality
digital DI implementation.
3. The third hypothesis was accepted (H3), indicating that teacher mindset
significantly influenced DI implementation. The obtained path coefficient
was 0.429, with a p-value of 0.000. This means that every change in teacher
mindset led to an increase in the quality of the learning model
implementation process. Accordingly, at the 95% confidence interval, the
influence of teacher mindset on DI implementation was found to be between
0.309 and 0.543. This underscored the importance of fostering a growth
mindset among teachers regarding DI. The study proved that mindset has
the highest direct influence compared to other variables in achieving high-
quality implementation of the digital learning model.

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Table 4. Hypothesis Testing

95% coefficient path

Original Sample analysis P values
Path sample (O) mean (M)
coefficients lower limit upper limit

Availability of digital learning media in schools -> DI

0.223 0.227 0.106 0.345 0
implementation 0.223

Availability of digital learning media in schools -> Teacher

0.171 0.173 0.03 0.316 0.021
Mindset 0.171

Teacher Knowledge on DI -> DI implementation 0.231 0.231 0.23 0.076 0.378 0

Teacher Knowledge on DI -> Teacher Mindset 0.399 0.399 0.405 0.241 0.56 0

Teacher Mindset -> DI implementation 0.429 0.429 0.43 0.309 0.543 0

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Table 5. Specific indirect influence

Specific indirect
influences
Teacher Knowledge on DI -> Teacher Mindset -> DI
implementation 0.171
Availability of digital learning media in schools -> Teacher
mindset -> DI implementation 0.073

Based on the indirect influences presented in Table 5, it can be concluded that:

1. The indirect influence of teacher knowledge on the implementation quality of

DI through teacher mindset was 0.171. This means that when teacher
knowledge on DI increased by one unit, the quality of DI implementation also
increased indirectly through teacher mindset by 17.1%, indicating a positive
influence.
2. The indirect influence of the availability of digital learning media in schools
on the implementation quality of DI through teacher mindset was 0.073. This
means that for every one-unit increase in the availability of digital learning
media in schools, the quality of DI implementation potentially increased
indirectly through teacher mindset by 7.3%, also indicating a positive
influence.
4.2 Standardised Root Mean Square Residual (SRMR)
SRMR is a measure that assesses the discrepancy between the observed and
implied correlations by the model. Although the use of PLS-SEM in the structural
analysis limits reporting on traditional model fit indices, it was useful in
formulating the report on the SRMR value. The results of the structural model,
which include the variance explained (R2) of teacher knowledge on DI and the
availability of digital learning media in schools, are presented in Table 6.
Table 6. SRMR
Saturated model Estimated model
SRMR 0.067 0.067
d_ULS 0.851 0.851
d_G 0.389 0.389
Chi-square 366.583 366.583

The model fit test is essential in determining if a model accurately fits the data,
and in the case of PLS models, SRMR value is used to assess fitness. A value of
SRMR less than 0.1 indicates a good fit, while a value below 0.08 is considered
perfect. In this study, the obtained SRMR value was 0.067, which fell below the
threshold of 0.1 and met the criteria for a perfect fit. This indicates that the
proposed model fits well and aligns closely with the estimated and empirical data
correlation matrices respectively.

The results of the model fit test are visually represented in Figure 2:

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International License (CC BY-NC-ND 4.0).
 446

Figure 2. Model of the relationship between variables

6. Discussion
The obtained results showed that teacher knowledge yielded a significant positive
influence on the implementation quality. This underscores the pivotal role of
teacher knowledge as a foundational element for the effective implementation of
the digital learning model. This finding aligns with previous research (Bozena
Górska-Porȩcka, 2013; Suarta et al., 2022) that highlighted the substantial impact
of teacher knowledge concerning instructional strategies on teaching quality.
Accordingly, it is important to comprehend the critical role of teacher knowledge
in achieving teaching goals (Tatto, 2021).

Based on the outcomes of the first hypothesis, it becomes imperative for

educational institutions and policymakers to prioritise the enhancement of
teacher knowledge on DI (Tometten et al., 2021). In this situation, comprehensive
training and professional development programmes for teachers should include
key aspects of DI, such as differentiation strategies, effective classroom
management in diverse settings, and the use of learning resources that cater to the
individual needs of students. Moreover, it is crucial to integrate DI knowledge
into teacher education curricula (Gottfried et al., 2020). Prospective teachers
should also be equipped with a solid understanding of DI concepts and strategies
during their academic tenure at colleges or teacher education institutions.
Additionally, experienced teachers should be actively involved in continuous
professional development programmes in order to obtain a deeper understanding
of DI concepts and enhanced implementation proficiencies within classroom
settings.

The second hypothesis aimed to examine the influence of the availability of digital
learning media in schools on DI implementation. The results showed a significant
and positive correlation between the two observed variables under this
hypothesis. The result was consistent with several previous studies that showed
the direct influence of digital devices on the execution of digital learning (Antara
& Dewantara, 2022; Neofotistos & Karavakou, 2018). Based on the outcomes, it

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was concluded that investing in digital infrastructure and devices in school

environments enhances the quality and effectiveness of DI. However, it is
important to acknowledge the potential limitations within this study.

The third hypothesis shed light on the noteworthy discovery that teacher
knowledge on DI and the availability of digital learning media in schools gained
enhanced positive influence when synergistically supported by growth of teacher
mindset. This observation corroborated the results of several studies, which
underscored the pivotal role played by teacher mindset as a patent mediating
factor in shaping the willingness and ability of teachers to adopt and implement
DI principle (Mesler et al., 2021). The results are expected to offer profound
insights into the importance of integrating psychological aspects and teacher
beliefs into the implementation of DI principle and the effective use of educational
technology. The deficiencies in the availability of digital infrastructure can be
effectively mitigated through the instillation of a growth-oriented perspective
among educators. However, it is important to acknowledge that the results can be
influenced by various other factors, such as the transformational leadership skills
of the school principal (Kartiwi, 2020; Sari & Rina Novianty Ariawaty, 2019), the
broader school context (Planson, 2022), administrative support (Araneta et al.,
2020; Özdemir, 2020; Wu et al., 2023), and student characteristics (Boelens et al.,
2018; Széll, 2013). Based on this finding, it can be concluded that further
comprehensive studies and in-depth analysis are essential to gain a more
profound understanding and validation of the intricate relationships between the
three aforementioned variables.

7. Conclusion
In conclusion, the significance of teacher knowledge on DI and the availability of
digital learning media within schools was heightened when underpinned by
"growth of teacher mindset." The results underscored the pivotal role played by
the beliefs exhibited by teachers, such as the ability to continuously grow and
develop, in influencing their willingness and capability to adopt and implement
DI principles.

The results also strengthened the robustness of previous studies that highlighted
the crucial role of teacher mindset as a strong mediator in shaping the extent to
which teachers were willing to and capable of implementing different teaching
approaches to meet individual student needs (DI principle). In other words,
teachers with a growth mindset experienced greater receptivity to DI, a
heightened willingness to explore and adopt various teaching methods, and were
better equipped to face challenges and difficulties that may arise during the DI
implementation process. Furthermore, this synergistic relationship bolstered the
nexus between knowledge on DI and the availability of digital learning media
within educational institutions.

8. Recommendation
Based on the results from this study, it is recommended that teachers and
stakeholders in the educational sector pay attention to the significance of
developing a growth mindset. This strategic emphasis on nurturing a growth-
oriented perspective is instrumental in bolstering the efficacy of DI

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implementation and fostering the effective use of digital technology within the
pedagogical process.

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