Application of Multi-Age Differentiated Instruction Based on a Combination of Concrete 3D Shape Model Making and PhET Simulation by Elementary School Students

Ana Uzla BatuBara (STIKes Binalita Sudama Medan)
Mhd Hanafi (STIKes Binalita Sudama Medan)
Zainab Batubara (STIKes Binalita Sudama Medan)

Jurnal Pengabdian Masyarakat Variasi
Vol. 3 No. 2 (2026)

Imbalance in learning readiness levels and age diversity (multi-age) in elementary schools often pose challenges in teaching abstract 3D geometry concepts. This Community Service Project (PkM) aimed to implement multi-age differentiated instruction through a combination of concrete media (sticks and modeling clay) and PhET digital simulations to enhance students' understanding of 3D geometric shapes. The project involved 4th and 5th-grade students grouped heterogeneously, a team of lecturers as supervisors and evaluators, and university students as facilitating mentors. The implementation method adopted a Blended Experiential Learning framework consisting of four stages: initial diagnostic mapping, student mentor training, differentiated learning intervention (introduction, concrete and digital exploration stations, and student product presentations), and evaluation. The results indicated a significant improvement in students' conceptual understanding of geometry, evidenced by an increase in the mean student score from 47.17 (pre-test) to 85.16 (post-test), with an average N-gain score of 0.72 (high category). The synergy of blended media successfully facilitated students' cognitive transition from the concrete operational stage to visual-abstract comprehension, while multi-age grouping triggered effective peer tutoring. The active participation rate reached 92%, proving that this approach is adaptive and inclusive in accommodating the heterogeneity of elementary school students.