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All Journal Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan JOLLT Journal of Languages and Language Teaching
Afdilah, Ulfah Rizki
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Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Differentiated Instruction in Improving Indonesian Language Learning Outcomes Based on Visual, Auditory, and Kinesthetic Learning Styles Asmi, Nur; Afdilah, Ulfah Rizki; Bahri, Aliem
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17585

Abstract

Education plays a strategic role in developing students’ potential; however, low learning outcomes remain a persistent challenge, often resulting from teaching methods that fail to accommodate diverse learning styles. Recognizing that learners possess distinct preferences—visual, auditory, or kinesthetic—this study emphasizes the importance of adapting instructional approaches to align with these differences, thereby fostering more effective learning experiences. This research aimed to evaluate the effectiveness of differentiated instruction tailored to students’ learning styles in improving learning outcomes among third-grade students at SD Negeri Pao-Pao, Gowa Regency. Employing a quantitative approach with a one-group pretest–posttest experimental design, the study involved 29 students. Instruments included written tests and a VARK-based learning style questionnaire, and data were analyzed using normality and homogeneity tests, followed by one-way ANOVA to examine differences in learning outcomes across the three learning style groups. The results showed that while statistical differences among visual, auditory, and kinesthetic learners were not significant, each group exhibited notable gains in posttest scores. Visual learners benefited most from the use of diagrams and multimedia, auditory learners from discussion-based learning, and kinesthetic learners from hands-on activities. These findings indicate that differentiated instruction—when responsive to learning preferences—can significantly enhance students’ engagement and overall academic achievement. The study contributes to the growing body of evidence supporting inclusive and adaptive pedagogy in Indonesian elementary education and provides practical recommendations for teachers to incorporate multimodal strategies in lesson planning while encouraging policymakers to promote professional development programs focused on differentiated instruction as a pathway to improving learning equity and quality.
Character Education as a Foundation for Moral Strengthening Based on Local Wisdom: an Analytical Study in Primary School Settings Afdilah, Ulfah Rizki; Said, Try Gustaf; Asmi, Nur; Said, Muhammad Amin
Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 10, No 2 (2025): Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um019v10i2p171-181

Abstract

This study aims to analyze the implementation and influence of character education based on local wisdom on strengthening the morals of elementary school students. This study used a quantitative approach with an ex-post facto method. The sample in this study was selected through a purposive sampling technique. The research instrument was a Likert scale questionnaire whose validity and reliability have been tested. Data analysis was conducted using descriptive statistical techniques. The results of the study indicate that character education integrated with local cultural values is effective in instilling moral values in students. The distribution of moral value instillation dimensions in Grades 4 and 5 shows relatively even results across the three indicators, each ranging from 32 percent to 34 percent. The distribution of local wisdom-based character dimensions in both grades also shows a balanced proportion across the five indicators, namely between 19 percent and 21 percent. The frequency distribution shows that character indicators including independence, nationalism, religiosity, mutual cooperation, and integrity, as well as moral dimensions including moral values, beliefs, and identity, contribute equally to the formation of student morality.
Co-Authors Aliem Bahri, Aliem Muhammad Amin Said Nur Asmi Try Gustaf Said