Effects of differentiated instruction on elementary students' learning of Pancasila symbols and principles: a quasi-experimental study
A Quasi-Experimental Study on Pancasila Education in Elementary Schools
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.210Keywords:
differentiated learning, Pancasila education, elementary school, learning outcomes, quasi-experimentalAbstract
This study aimed to examine the effect of differentiated learning on elementary school students' ability to identify and recite the symbols and principles of Pancasila. This research was motivated by students' limited mastery of Pancasila symbols and principles due to conventional instruction that did not sufficiently accommodate differences in readiness, interests, and learning profiles. A quantitative approach with a quasi-experimental method and nonequivalent control group design was employed. The sample consisted of 50 elementary school students, including 25 students in the experimental group and 25 students in the control group, selected through purposive sampling. Data were collected through achievement tests, observations, and questionnaires, then analyzed using descriptive and inferential statistics with JASP. The results showed that the overall mean score increased from 58.36 in the pretest to 79.38 in the posttest. The experimental group achieved a higher posttest mean score of 87.36 than the control group, which obtained 71.40. The Wilcoxon Signed-Rank Test and Mann–Whitney U Test showed significance values of < 0.001. These findings imply that differentiated learning is an effective pedagogical strategy for improving elementary Pancasila Education.Downloads
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