PENERAPAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF SISWA KELAS IV SDI BERTINGKAT KELAPA LIMA 3 MATERI PERUBAHAN WUJUD ZAT PADA MATERI PERUBAHAN WUJUD ZAT PADA MATA PELAJARAN IPAS

Abstract

This study aimed to determine the implementation of differentiated learning and its improvement on the cognitive abilities of fourth-grade students at SDI Bertingkat Kelapa Lima 3 on the topic of changes in the states of matter. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. The subjects of the study were 25 fourth-grade students consisting of 12 male and 13 female students. Data collection techniques included learning achievement tests, observation, interviews, and documentation. The data were analyzed quantitatively by calculating the mean scores and the percentage of learning mastery, and qualitatively through data reduction, data display, and conclusion drawing.

The results of the study showed an improvement in students’ cognitive abilities from the pre-cycle to Cycle II. In the pre-cycle, the students’ mean score was 43.2 with 0% mastery. In Cycle I, the mean score increased to 69.0 with 48% mastery. In Cycle II, the mean score reached 82 with 84% mastery. Furthermore, the observation results indicated that differentiated learning improved students’ activeness and motivation during the learning process.

Therefore, it can be concluded that the implementation of differentiated learning effectively enhances the cognitive abilities, motivation, and activeness of fourth-grade students. The implications of this study suggest that teachers should consistently apply differentiated learning strategies, schools should support the provision of adequate learning facilities, and future researchers may develop further studies in different subjects and educational levels.