<![CDATA[This study aims to examine the contribution of differentiated instruction to students' independence and reflective abilities in IPAS learning among Grade V students at SDN Masadian This study employed a descriptive mixed-methods approach involving 26 Grade V students selected through total sampling. Quantitative data were collected using pretest and posttest, while qualitative data were obtained through classroom observation. The quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, and N-Gain analysis. Observation data were analyzed descriptively to identify students' participation, initiative, responsibility, engagement, independence, and reflective behavior during the learning process. The results showed an increase in the mean score from 74.62 on the pretest to 85.35 on the posttest. The Wilcoxon Signed-Rank Test indicated a significant difference between pretest and posttest scores (p < 0.001). The mean N-Gain score was 0.42, categorized as moderate. Observation findings also indicated that students demonstrated active participation, greater initiative and responsibility, and increased independence during learning activities. Differentiated instruction contributed positively to students' learning development by supporting improved learning outcomes, independence, and reflective learning behaviors. The integration of differentiated activities and interactive learning media provided students with opportunities to engage actively and take greater responsibility for their learning]]>
Copyrights © 2026
