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JOIN: Journal of Indonesian Education and Learning
Published by Yayasan Bina Nagari Banyumas
ISSN : -     EISSN : 3110083X     DOI : -
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The philosophy behind the word JOIN in the Journal of Indonesian Education and Learning is dialogue, openness, and community of practice. Its philosophical basis is derived from Vygotskys concept in constructivist learning theory that learning experiences originate from a persons community of practice, which is constructed as a persons knowledge. This theory also requires openness in thinking and dialogue. Based on this philosophy, the JOIN: Journal of Indonesian Education and Learning is expected to become a medium for publishing research results in the field of education that prioritizes theoretical and practical studies so that they can be reconstructed by readers as new knowledge.
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Articles 11 Documents
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The Effects of Full versus Partial Differentiated Learning on Students’ Science Understanding Based on Critical Thinking Skills Sukma Dwi Dinda Raharjo; Widha Sunarno
JOIN: Journal of Indonesian Education and Learning Vol. 2 No. 2 (2026): Juni (In Press)
Publisher : Yayasan Bina Nagari Banyumas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67421/jiel.v2i2.288

Abstract

This study aims to analyze the differences in the effect of full and partial differentiation learning on students' science understanding, variations based on critical thinking skills, and the interaction effect between differentiation strategies and critical thinking levels. A quasi-experimental method with a 2x3 factorial design was applied to eleventh-grade students at SMAN 1 Karanganyar studying heat transfer. Samples were selected using cluster random sampling, assigning class XI F5 as experimental group 1 (full differentiation) and class XI F6 as experimental group 2 (partial differentiation). Both groups utilized a flipped classroom framework via Google Sites. Data collected from validated tests were analyzed using Two-Way ANOVA via SPSS 27. The results revealed a significant difference in science understanding based on the differentiation model (a Sig. value of <0.001 (sig.<0.05)) where full differentiation outperformed partial differentiation (mean: 90.33 vs 74.33). Significant differences were also found across critical thinking levels (a Sig. value of < 0.001 (sig.<0.05)). However, no significant interaction effect was found between the learning models and critical thinking levels (a Sig. value of>0.407 (sig.>0.05)) indicating full differentiation consistently yields better results across all levels.

Page 2 of 2 | Total Record : 11

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