Efektivitas Strategi Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa di Kelas IV pada Pelajaran IPAS Materi Kekayaan Budaya Indonesia

Abstract

This study aims to analyze the effectiveness of differentiated learning strategies on the learning outcomes of fourth-grade students in the IPAS subject on Indonesian cultural diversity at SDN 2 Cikeleng, Kuningan Regency. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The participants consisted of 34 students divided into experimental and control groups. Data were collected through observation, documentation, and learning achievement tests. The data were analyzed using normality tests, homogeneity tests, and independent sample t-tests. The results revealed a significant difference between the learning outcomes of students who received differentiated instruction and those who experienced conventional learning, as indicated by a significance value of 0.008 (< 0.05). Furthermore, the paired sample t-test showed a significant improvement in students' learning outcomes after the implementation of differentiated learning, with a significance value of 0.000 (< 0.05). The classical learning mastery in the experimental class reached 88.2%, indicating that differentiated learning strategies were effective in improving students' learning outcomes in IPAS, particularly on the topic of Indonesian cultural diversity. This study was limited to a single school and one learning topic; therefore, further research involving broader contexts and subjects is recommended to provide more comprehensive findings