Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Asmaul Husna Kasim
Universitas Islam Makassar
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Effectiveness of a Differentiated Learning Approach: Creativity and Elementary School Students' IPAS Learning Outcomes Asmaul Husna Kasim; Supriadi Supriadi; Erwin Nurdiansyah
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4949

Abstract

This research is motivated by the low level of creativity and student learning outcomes in Natural and Social Sciences (IPAS) subjects in grade V at Elementary School Lantebung, Makassar City, which is caused by conventional learning processes that have not accommodated the diversity of student characteristics. The purpose of this study is to test the effectiveness of the implementation of a differentiated learning approach in improving students' creativity and learning outcomes in IPAS. The research method used is a quasi-experimental design with the one-group pretest-posttest design on 37 grade V students. Data collection techniques were carried out through learning outcome tests, observations of teacher and student activities, and creativity assessments. Data was analyzed using descriptive statistics and paired sample t-tests. The results showed a significant transformation in the classroom ecosystem, marked by a progressive increase in teacher pedagogical competence (64% to 93%) and student learning activities (60% to 89%). Academically, the average value of learning outcomes increased sharply from 47.43 to 76.89 (t = 18.073; p < 0.000), with a drastic decrease in standard deviation from 11.99 to 6.38, proving a reduced understanding gap among students. Furthermore, this strategy significantly stimulated all aspects of divergent thinking (t = 26.760; p < 0.000), with optimal development in flexibility and elaboration. In conclusion, differentiated learning is an empirically valid, effective, and inclusive model that is highly adaptive to students' characteristics, interests, and learning readiness in maximizing both cognitive potential and creativity in elementary schools.
Co-Authors Erwin Nurdiansyah Supriadi Supriadi