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Herlina Herlina
Department of Primary Teacher Education, Tadulako University, Palu City, 94111, Indonesia
Religion Humanities Education Library & Information Science Other

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The Effect of Differentiated Instruction on the Reading Comprehension Ability of Third-Grade Students at SD Inpres 8 Mamboro Janatul Huzhlifat; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; Muhammad Fasli
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.254-266

Abstract

Reading comprehension is a fundamental skill that enables elementary school students to understand information, construct meaning from texts, and achieve success in various learning areas. Despite its importance, students often display different levels of reading comprehension due to variations in learning readiness, interests, and abilities. This study aimed to investigate the effect of differentiated instruction on the reading comprehension ability of third-grade students at SD Inpres 8 Mamboro. A quantitative approach with a one-group pretest–posttest design was employed. The sample consisted of 30 third-grade students selected through saturated sampling. Data were collected using a validated multiple-choice reading comprehension test, with a Cronbach’s Alpha reliability coefficient of 0.840, indicating high reliability. Descriptive analysis showed that the mean score increased from 73.70 in the pretest to 97.04 in the posttest, demonstrating substantial improvement. Since the data were not normally distributed, the Wilcoxon Signed-Rank Test was applied. The results indicated a significance value of 0.001 (p < 0.05), confirming a significant improvement in students’ reading comprehension after the implementation of differentiated instruction. These findings indicate that differentiated instruction effectively accommodates diverse learning needs, enhances student engagement, and improves reading comprehension skills, making it a valuable instructional approach for elementary school education.
The Effect of the Use of Animated Videos on Student Learning Outcomes in Social Science Subjects in Grade III of the Madani Integrated Model State Elementary School Jessicka Klarita Ombitaka; Herlina Herlina; Sisriawan Lapasere; Arif Firmansyah; Dyah Aini Purbarani
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.928-942

Abstract

This study examined the effect of animated video media on the learning outcomes of third-grade elementary school students in the Natural and Social Sciences (IPAS) subject at SD Negeri Model Terpadu Madani. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants were 30 third-grade students selected through saturated sampling. Data were collected using a validated and reliable multiple-choice achievement test administered before and after the implementation of animated video-based instruction on the topic Various Landscapes in Indonesia. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed-Rank Test. The results showed an improvement in students’ learning outcomes after the intervention, with a statistically significant difference between pretest and posttest scores. The findings indicate that animated video media effectively enhanced students’ understanding of the learning material. By integrating visual and auditory elements, the media increased students’ engagement, supported conceptual understanding, and encouraged active classroom participation. Therefore, animated video media can be considered an effective instructional alternative for improving elementary school students’ learning outcomes in IPAS. Future research with more rigorous experimental designs and larger sample sizes is recommended to strengthen the generalizability of these findings.
The Effect of Differentiated Instruction on Fourth-Grade Students’ Learning Outcomes in Pancasila Education at SD Inpres 3 Talise Riska A. Pipiot; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muhammad Nazimuddin Al Kamil
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1036-1048

Abstract

Low student learning outcomes in Pancasila Education remain a challenge in elementary schools due to learning processes that have not fully accommodated differences in students’ readiness, interests, and learning profiles. Preliminary observations conducted in Grade IV of SD Inpres 3 Talise revealed that 18 out of 31 students had not achieved the Minimum Learning Mastery Criteria (KKM). Therefore, an instructional approach that addresses diverse learning needs is required. This study aimed to determine the effect of the differentiated instruction approach on students’ learning outcomes in Pancasila Education. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 31 Grade IV students selected through a saturated sampling technique. Data were collected using multiple-choice pretest and posttest instruments and analyzed through validity, reliability, and normality tests, followed by the Wilcoxon Signed-Rank test using SPSS version 25. The findings showed a substantial improvement in students’ learning outcomes, with the average score increasing from 54.42 on the pretest to 89.48 on the posttest. The hypothesis test yielded a significance value of <0.001 (<0.05), indicating that the differentiated instruction approach had a significant positive effect on students’ learning outcomes in Pancasila Education.
The Effect of the Problem-Based Learning Model on Students’ Critical Thinking Skills in IPAS Learning at SDN Lasoani Isthifara Aulya; Herlina Herlina; Sisriawan Lapasere; Roberto Rolly Bulalong; Azizah Azizah
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1269-1283

Abstract

This study aimed to determine the effect of the Problem-Based Learning model on the critical thinking skills of fourth grade students in IPAS learning at SDN Lasoani. The study employed a quantitative approach using a pre-experimental method with a one-group pretest and posttest design. The sample consisted of 26 fourth grade students selected through purposive sampling. Data were collected using essay tests developed based on Ennis’s critical thinking indicators and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the mean score increased from 61.15 on the pretest to 82.31 on the posttest. Improvements were observed across all critical thinking indicators, with the highest increase found in the drawing conclusions indicator. The Wilcoxon Signed-Rank Test yielded a significance value of 0.001 (p < 0.05), indicating a significant difference between pretest and posttest scores. These findings demonstrate that the Problem-Based Learning model effectively improves students’ critical thinking skills through contextual problem-solving, investigation, discussion, and reflection activities. Therefore, PBL can be considered an effective instructional approach for enhancing critical thinking skills in IPAS learning within the context of the Merdeka Curriculum.
Analysis of the Application of Differentiated Learning in Class V of SDN 2 Sindue Tobata Fatul Alya; Herlina Herlina; Asriani Asriani; Zulnuraini Zulnuraini; Putriwanti Putriwanti
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.222-240

Abstract

Differentiated learning is a key approach in the Independent Curriculum that aims to accommodate students' diverse learning needs. This study aimed to analyze the implementation of differentiated learning in Grade V of SDN 2 Sindue Tobata. A qualitative descriptive approach was employed involving one classroom teacher and Grade V students. Data were collected through observations, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings showed that differentiated learning was implemented through diagnostic assessments, flexible learning activities, group discussions, student presentations, posters, and worksheets. These strategies encouraged active student participation and created a more student-centered learning environment. However, the implementation had not been fully optimized because differentiation was still mainly limited to teaching methods and learning media, while instruction based on students' readiness, interests, and learning profiles had not been consistently applied. Teachers also faced challenges related to limited instructional time, classroom management, and the preparation of differentiated learning materials. The study concludes that differentiated learning has the potential to improve the quality of classroom instruction, but continuous teacher support and professional development are needed to optimize its implementation in elementary schools.
The Implementation of the Problem-Based Learning Model to Improve Students' Learning Interest in Pancasila Education Among Fourth-Grade Students at SDN 3 Lambara Salsa Bila; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.985-1004

Abstract

This study was motivated by the low learning interest of fourth-grade students in Pancasila Education at SDN 3 Lambara, as reflected in their limited participation, attention, and engagement during classroom learning. The study aimed to improve students' learning interest through the implementation of the Problem-Based Learning (PBL) model. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 28 fourth-grade students. Data were collected through observations of teacher and student activities and a learning interest questionnaire, then analyzed using descriptive qualitative and quantitative techniques. The findings demonstrated that the implementation of the PBL model effectively improved students' learning interest. Classical learning mastery increased from 33.33% in the preliminary stage to 66.66% in Cycle I and 91.66% in Cycle II. Furthermore, teacher and student learning activities improved from the good to the very good category across the research cycles. These findings indicate that the Problem-Based Learning model creates a more active, collaborative, and meaningful learning environment, thereby effectively enhancing students' learning interest in Pancasila Education among fourth-grade elementary school students.
Co-Authors Arif Firmansyah Asriani Asriani Azizah Azizah Dyah Aini Purbarani Fatul Alya Isthifara Aulya Janatul Huzhlifat Jessicka Klarita Ombitaka Muchdar Muchdar Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Muslim Muslim Putriwanti Putriwanti Riska A. Pipiot Roberto Rolly Bulalong Salsa Bila Sisriawan Lapasere Zulnuraini Zulnuraini