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All Journal Journal of Pedagogy and Education Science Buletin Edukasi Indonesia
Mariske, Edeh Dike
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Differentiated Learning by Style Enhances Self-Regulation and Science Achievement in Fourth Grade Students Mariske, Edeh Dike; Anggraini, Adinda Tabyta; Maryani, Ika
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.00884

Abstract

This study investigates the influence of differentiated instruction, tailored to students' learning styles, on self-regulation and science learning outcomes among fourth-grade elementary students. Utilizing a quasi-experimental design, the research involved an experimental group that received differentiated instruction based on students’ learning styles through Project-based Learning (PjBL) model, and a control group taught through Problem-based Learning (PBL) model. Data were collected using validated instruments and analyzed using normality and homogeneity tests, as well as independent and paired sample t-tests, through SPSS version 30. Findings indicate that differentiated instruction significantly improved students’ science learning outcomes, as evidenced by a higher posttest mean score in the experimental group compared to the control group. Although the independent t-test showed a significant difference in self-regulation between the groups, the paired sample t-test did not reveal a significant increase in self-regulation within the experimental group itself. These results suggest that while differentiated instruction effectively enhances academic achievement in science, its impact on self-regulation is less pronounced. The study underscores the value of learner-centered instructional approaches that address individual learning differences to optimize educational outcomes in primary science education.
What is the Progress of Multi-cultural Education Implementation in Indonesia: A Critical Recommendation Analysis Mariske, Edeh Dike
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.938

Abstract

Indonesia’s national curriculum embeds the values of Pancasila, promoting unity in diversity as a foundational principle of education. Within the Merdeka Curriculum, these values are further emphasized through the P5 (Projek Penguatan Profil Pelajar Pancasila) co-curricular framework, with themes such as Bhinneka Tunggal Ika (Unity in Diversity) playing a central role. Schools across Indonesia have adopted multicultural education approaches through subject-based learning, particularly in Civic Education, as well as through co-curricular P5 projects and diverse extracurricular activities. However, several key challenges persist, including limited teacher training on multicultural pedagogy, resource constraints, and inconsistencies in implementation across regions. In response, culturally grounded educational programs have begun to emerge, aimed at preserving local wisdom and enhancing students’ cultural understanding in alignment with regional traditions. This paper explores the current practices, opportunities, and challenges of implementing multicultural education in Indonesia, with a focus on the integration of local cultural values within the national curriculum framework.
Co-Authors Anggraini, Adinda Tabyta Ika Maryani