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Muchdar Muchdar
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 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 Project-Based Learning Model on Students’ Learning Outcomes in Pancasila Education for Fifth-Grade Students at SD Inpres 3 Talise Oktafira Suciati; Arif Firmansyah; Muchdar Muchdar; Nashrullah Nashrullah; Mas'adi Mas'adi
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.1238-1252

Abstract

This study aimed to determine the effect of the Project-Based Learning (PjBL) model on students’ learning outcomes in Pancasila Education for fifth-grade students at SD Inpres 3 Talise. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The sample consisted of 47 students, including 24 students in the experimental class and 23 students in the control class. Data were collected through pretests and posttests administered before and after the learning intervention. The experimental class received instruction using the Project-Based Learning model, while the control class was taught using conventional learning methods. Data were analyzed using validity and reliability tests, normality tests, homogeneity tests, and the Mann–Whitney U test. The results showed that the average pretest score of the experimental class was 56.25 and increased to 84.16 in the posttest, while the control class improved from 54.87 to 70.21. The Mann–Whitney U test revealed a significance value of less than 0.05, indicating a significant effect of the Project-Based Learning model on students’ learning outcomes. Therefore, the Project-Based Learning model can be considered an effective and innovative learning approach for improving elementary school students’ learning outcomes in Pancasila Education.
Co-Authors Arif Firmansyah Herlina Herlina Mas'adi Mas'adi Muhammad Nazimuddin Al Kamil Nashrullah Nashrullah Oktafira Suciati Riska A. Pipiot