<![CDATA[Low learning outcomes and limited student participation remain significant challenges in teaching ethnic diversity, highlighting the need for instructional approaches that promote greater learner autonomy and active engagement. This study aimed to examine the effect of the Self-Directed Learning model on the learning outcomes of fifth-grade students in the topic of ethnic diversity at Madrasah Ibtidaiyah Swasta Al-Furqon Klumpang Kebun during the 2024/2025 academic year. The study employed a quantitative approach with an experimental research design involving fifth-grade students as research participants. Data were collected through learning outcome tests, classroom observations, and documentation and subsequently analyzed using statistical procedures to determine the effect of Self-Directed Learning on students’ learning outcomes. The study focused on whether providing students with greater responsibility for managing and engaging in their learning process could contribute to improved academic achievement. The findings provide an empirical basis for evaluating Self-Directed Learning as an instructional approach to fostering student autonomy, active participation, and learning outcomes in the teaching of ethnic diversity at the elementary education level.]]>
Copyrights © 2026
