The Role of Axiology in Differentiated Language Learning

Abstract

Differentiated language learning is expected to meet the diverse learning needs of students in terms of abilities, interests, learning styles and backgrounds. In this approach, teachers adjust teaching methods, teaching materials, and learning activities to maximize the potential of each student individually, rather than using one method that is the same for all students. The study of axiology towards differentiated language learning starts from the understanding of axiology as a branch of philosophy that studies values and evaluation. This research reveals the role of axiology towards differentiated language learning so that it can appreciate the diversity of students' learning styles, encourage ethical values and social responsibility, foster the value of independence and creativity, encourage self-reflection and value-based learning and humanizing learning. This research uses the literature study method and then examines all the phenomena that appear in this study. Differentiated learning is expected to accommodate students' learning needs in the Merdeka Curriculum. Therefore, educators, researchers, and educational policymakers are urged to pay attention to and consider the philosophical basis in every language learning policy and practice so that differentiated language learning can maximize the potential of each student, accommodate individual differences, increase student involvement and improve overall learning outcomes.