Pengaruh Pembelajaran Berdiferensiasi terhadap Hasil Belajar IPAS Peserta Didik Kelas IV di Sekolah Dasar
DOI:
https://doi.org/10.51574/judikdas.v5i3.5831Keywords:
Pembelajaran Berdiferensiasi, IPAS, Hasil Belajar, Sekolah Dasar, Karakteristik BelajarAbstract
Rendahnya hasil belajar IPAS dapat terjadi ketika kegiatan pembelajaran belum sepenuhnya merespons perbedaan kesiapan, minat, dan profil belajar peserta didik. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPAS sebelum dan sesudah penerapan pembelajaran berdiferensiasi pada peserta didik kelas IV SD Muhammadiyah Cimanggu. Penelitian menggunakan pendekatan kuantitatif dengan desain One-Group Pretest-Posttest dan melibatkan 27 peserta didik kelas IV. Data dikumpulkan melalui tes, observasi, angket karakteristik belajar, dan dokumentasi. Analisis data meliputi analisis deskriptif, uji normalitas Shapiro-Wilk, dan Paired Sample t-test. Rata-rata nilai meningkat dari 51,11 pada pretest menjadi 83,22 pada posttest atau meningkat sebesar 32,11 poin. Uji Shapiro-Wilk menunjukkan data pretest (p = 0,252) dan posttest (p = 0,151) berdistribusi normal. Hasil Paired Sample t-test menunjukkan perbedaan yang signifikan antara nilai pretest dan posttest, t(26) = -22,701, p < 0,001. Temuan menunjukkan bahwa penerapan pembelajaran berdiferensiasi diikuti oleh peningkatan hasil belajar IPAS yang signifikan. Meskipun demikian, karena penelitian menggunakan satu kelompok tanpa kelompok kontrol dan hanya melibatkan satu kelas, hasil penelitian perlu ditafsirkan sesuai keterbatasan desain penelitian. Penelitian selanjutnya disarankan menggunakan desain eksperimen yang lebih kuat, sampel yang lebih luas, dan waktu perlakuan yang lebih panjang.
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