Differentiated Learning by Style Enhances Self-Regulation and Science Achievement in Fourth Grade Students

Edeh Dike Mariske; Adinda Tabyta Anggraini; Ika Maryani

doi:10.56741/IISTR.jpes.00884

Authors

Edeh Dike Mariske Universitas Ahmad Dahlan https://orcid.org/0009-0009-4661-6584
Adinda Tabyta Anggraini Universitas Ahmad Dahlan
Ika Maryani
ika.maryani@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0002-7154-2902

Keywords:

Differentiated Learning, Learning outcomes, Learning Styles, Self-Regulation

Abstract

This study investigates the influence of differentiated instruction, tailored to students' learning styles, on self-regulation and science learning outcomes among fourth-grade elementary students. Utilizing a quasi-experimental design, the research involved an experimental group that received differentiated instruction based on students’ learning styles through Project-based Learning (PjBL) model, and a control group taught through Problem-based Learning (PBL) model. Data were collected using validated instruments and analyzed using normality and homogeneity tests, as well as independent and paired sample t-tests, through SPSS version 30. Findings indicate that differentiated instruction significantly improved students’ science learning outcomes, as evidenced by a higher posttest mean score in the experimental group compared to the control group. Although the independent t-test showed a significant difference in self-regulation between the groups, the paired sample t-test did not reveal a significant increase in self-regulation within the experimental group itself. These results suggest that while differentiated instruction effectively enhances academic achievement in science, its impact on self-regulation is less pronounced. The study underscores the value of learner-centered instructional approaches that address individual learning differences to optimize educational outcomes in primary science education.

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Author Biographies

Edeh Dike Mariske, Universitas Ahmad Dahlan

began her academic journey by pursuing an associate degree (D3) in Chemistry at Bogor Agricultural University (IPB). She continued her studies and obtained a bachelor's degree (S1) in Chemistry from IKIP Jakarta. In 2008, she completed her Master's degree (S2) in Chemistry at the Bandung Institute of Technology (ITB). Her professional career spans decades, beginning with her role as a chemistry teacher at SMAN 1 Cikembar from 1991 until 2021. In 2020, she transitioned to a supervisory position, serving as a Senior High School Supervisor for the Regional Education Office (KCD) West Java – Region V. Currently, she is pursuing doctoral studies in the Doctoral Program at Ahmad Dahlan University (UAD) in Yogyakarta. In addition to her teaching and administrative roles, Edeh has been active in writing and publishing. Her works include Classroom Action Research Studies, the book Compilation of Education Essays during the Covid-19 Era, a poetry anthology titled Women on the Shoreline, and various articles featured in the KACI Reading Community. (email: 2436082032@webmail.uad.ac.id).

Adinda Tabyta Anggraini, Universitas Ahmad Dahlan

is an undergraduate student enrolled in the Primary School Teacher Education Program at the Faculty of Teacher Training and Education, Ahmad Dahlan University (UAD), Yogyakarta. Her academic focus lies in the field of elementary education, where she is actively developing both theoretical knowledge and practical skills to become a competent and professional educator. She is actively involved in various academic and extracurricular activities within the university that aim to enhance her pedagogical competencies and leadership capabilities. She is also passionate about curriculum development, the use of technology in early education, and promoting literacy at the foundational level. (email: adinda2100005020@webmail.uad.ac.id).

Ika Maryani, Universitas Ahmad Dahlan

is an Associate Professor at the Department of Doctoral Program in Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan (UAD), Yogyakarta, Indonesia. In 2022, she obtained her doctoral degree in educational studies, focusing on science education. Her research interests lie in teacher education, science education, higher education, and learning innovation. Her works have been published in books, articles, and proceedings at the national and international levels. (email: ika.maryani@pgsd.uad.ac.id).

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