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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik MADAKO ELEMENTARY SCHOOL
Unga Utari
Universitas Negeri Malang
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi differentiated instruction dan project-based learning untuk menguatkan critical thinking mahasiswa Unga Utari; Ni Luh Sakinah Nuraini; Ahmad Syawaludin; Sigit Wibowo
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.110559

Abstract

Penelitian ini bertujuan menganalisis efektivitas integrasi Differentiated Instruction dan Project-Based Learning dalam menguatkan critical thinking mahasiswa PGSD pada mata kuliah Konsep Dasar IPS SD. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe pretest–posttest control group. Sampel terdiri atas dua kelas: kelompok eksperimen yang menerima pembelajaran berbasis Differentiated Instruction dan Project-Based Learning, serta kelompok kontrol yang memperoleh pembelajaran konvensional. Kemampuan critical thinking diukur melalui tes yang mencakup indikator analisis, evaluasi, dan inferensi. Hasil uji independent-samples t-test dan ANCOVA menunjukkan perbedaan signifikan antara kedua kelompok. Nilai gain kelompok eksperimen mencapai 0,51, lebih tinggi dibandingkan kelompok kontrol sebesar 0,28. Temuan ini menegaskan bahwa integrasi Differentiated Instruction dan Project-Based Learning efektif meningkatkan critical thinking mahasiswa PGSD dan layak diterapkan sebagai strategi pembelajaran abad ke-21. Integration of differentiated instruction and project-based learning to strengthen students' critical thinking Abstract: This study examines the effectiveness of integrating Differentiated Instruction and Project-Based Learning in enhancing the critical thinking skills of Elementary Teacher Education students. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of two classes: an experimental group receiving Differentiated Instruction combined with Project-Based Learning, and a control group engaged in conventional learning. Critical thinking was assessed using a test covering analysis, evaluation, and inference indicators. Independent-samples t-test and ANCOVA results revealed significant differences between groups, with the experimental group showing greater improvement. The gain score of the experimental group reached 0.51, compared to 0.28 in the control group. These findings indicate that the integration of Differentiated Instruction and Project-Based Learning is effective in strengthening students’ critical thinking and offers a relevant pedagogical strategy for 21st-century teacher education.
Technology Integration Challenges in Elementary School Social Studies Education: A Systematic Literature Review Unga Utari; Unga Utami
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.353

Abstract

The rapid development of digital technology has changed learning practices in elementary schools, including social studies learning. However, the integration of technology in social studies learning in elementary schools still faces various challenges that affect learning effectiveness and student engagement. This study aims to identify and analyze the main challenges of technology integration in elementary school social studies education through a systematic literature review approach. This study examines scientific articles published in 2019–2025 from Google Scholar, Scopus, and ScienceDirect using the PRISMA framework. The results of the study show that the main challenges include the limitations of teachers' digital competence, inadequate technological infrastructure, inequality of access to devices and the internet, lack of institutional support, and difficulties in designing interactive and meaningful social studies learning. In addition, the difference in students' digital literacy levels and classroom management constraints also affect the effectiveness of technology-based learning. This study concludes that successful technology integration requires continuous professional development of teachers, infrastructure improvement, and appropriate pedagogical adaptation. The implications of this study emphasize the importance of formulating education policies that focus on equitable access to technology, strengthening digital-based teacher training, and developing innovative social studies learning models that are contextual and student-centered.
Co-Authors Ahmad Syawaludin Ni Luh Sakinah Nuraini Sigit Wibowo Unga Utami