The Influence of Differentiated Instruction on the Teaching Creativity of Arabic Language Teachers Primary School

The differentiated instruction approach is a consideration of the differences in intelligence of various students, which can help students to learn optimally according to their level or learning situation. This study aims to identify the relationship between the elements found in different teaching approaches and their influence on the creativity of Arabic language teachers. A total of 148 out of 236 Arabic language teachers in national schools in the state of Melaka were selected as a sample by group or cluster sampling by dividing the entire population by district. This study used a survey research design by using a questionnaire as a research instrument. The findings of the study have shown that there is a significant positive relationship between different teaching approaches and the creativity of Arabic teachers (r=0.78). Next, the results of the multiple regression analysis have shown that the elements of different teaching approaches, namely lesson plans, learning content, and learning products, are predictors and influence the teaching creativity of Arabic teachers (R2= 0.68). Therefore, this study can provide new input to relevant parties to plan effective programs and activities, especially in improving the creativity of Arabic language teachers through differentiated teaching approaches.