Effectiveness of Differentiated Learning in Enhancing Social Studies Outcomes among Sixth-Grade Students
DOI:
https://doi.org/10.59110/aplikatif.v4i1.562Keywords:
Differentiated Learning, Social Studies, Quasi-Experimental Design, Student Learning OutcomesAbstract
Differentiated learning has gained attention as an inclusive instructional strategy that adapts to diverse student needs. This quasi-experimental study aimed to examine the impact of differentiated instruction on Social Studies learning outcomes among sixth-grade students at MIS Persiapan Negeri Namlea. Two groups were involved: an experimental group receiving differentiated instruction and a control group taught using conventional methods. Pre-test and post-test scores were analyzed to determine the effect of the intervention. Normality tests confirmed the appropriateness of parametric analysis, and an independent samples t-test revealed a statistically significant difference in learning outcomes (p = 0.050). The findings suggest that differentiated instruction enhances student performance by allowing tailored content delivery and assessment. While both groups showed improvement, the experimental group demonstrated higher gains, indicating the effectiveness of personalized learning approaches in fostering academic growth. These results support the use of differentiated learning in elementary Social Studies instruction, especially in settings with varied student readiness and learning preferences. Further studies are recommended to explore long-term effects and its implementation across subjects and grade levels.
References
Adebisi, R. (2024). Equality and diversity in learning through differentiated instructions. KNE Social Sciences. https://doi.org/10.18502/kss.v9i6.15256
Akintayo, O., Eden, C., Ayeni, O., & Onyebuchi, N. (2024). Inclusive curriculum design: Meeting the diverse needs of students for social improvement. International Journal of Applied Research in Social Sciences, 6(5), 770–784. https://doi.org/10.51594/ijarss.v6i5.1100
Bağlama, B., Yücesoy, Y., Uzunboylu, H., & Özcan, D. (2020). Can infographics facilitate the learning of individuals with mathematical learning difficulties? International Journal of Cognitive Research in Science, Engineering and Education, 5(2), 119–128. https://doi.org/10.5937/ijcrsee1702119b
Bobis, J., Russo, J., Downton, A., Feng, M., Livy, S., McCormick, M., & Sullivan, P. (2021). Instructional moves that increase chances of engaging all students in learning mathematics. Mathematics, 9(6), 582. https://doi.org/10.3390/math9060582
Debasu, H., & Yitayew, A. (2024). Examining elements of designing and managing of creating inclusive learning environment: Systematic literature review. International Journal of Special Education (IJSE), 39(1), 33–43. https://doi.org/10.52291/ijse.2024.39.4
Demmans Epp, C., Daniel, B. K., & Muldner, K. (2023, June). Learning analytics for supporting individualization: Data-informed adaptation of learning. In Frontiers in Education (Vol. 8, p. 1240377). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1240377
Eden, C., Chisom, O., & Adeniyi, I. (2024). Harnessing technology integration in education: Strategies for enhancing learning outcomes and equity. World Journal of Advanced Engineering Technology and Sciences, 11(2), 001–008. https://doi.org/10.30574/wjaets.2024.11.2.0071
Feng, M., Zhang, Q., & Yan, J. (2023). Exploring the effectiveness of individualized learning trajectories in university smart sports education classrooms: A design and implementation study. Journal of Social Science and Humanities Literature, 6(5), 67–73. https://doi.org/10.53469/jsshl.2023.06(05).10
Feng, M., Zhang, Q., & Yang, K. (2023). Application of diversified teaching strategies in the intelligent physical education platform: Enhancing course interactivity and engagement. International Journal of Education and Humanities, 10(1), 229–233. https://doi.org/10.54097/ijeh.v10i1.11141
Gómez, J., & Pérez-Sánchez, E. (2025). Individual learning in organisational learning contexts: A literature review. Human Systems Management, 44(1), 6–19. https://doi.org/10.3233/hsm-230214
Hatmanto, E., & Rahmawati, F. (2023). Unleashing the potential: Exploring attitudes and overcoming challenges in implementing differentiated instruction in the Philippines’ English language classrooms. E3S Web of Conferences, 425, 02001. https://doi.org/10.1051/e3sconf/202342502001
Kanyugi, D., Obote, D., Munanu, S., & Iguna, M. (2024). Effect of differentiated instructional approach on learners' participation and academic achievement in biology in public secondary schools in Mbeere North Sub-County, Kenya. East African Journal of Education Studies, 7(3), 1–12. https://doi.org/10.37284/eajes.7.3.2012
Liou, S., Cheng, C., Chu, T., Chang, C., & Liu, H. (2023). Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence‐based nursing course: Empirical research quantitative. Nursing Open, 10(10), 6794–6807. https://doi.org/10.1002/nop2.1926
Mardhatillah, M., & Suharyadi, S. (2023). Differentiated instruction: Challenges and opportunities in EFL classroom. Journal of English Language Teaching and Linguistics, 8(1), 69. https://doi.org/10.21462/jeltl.v8i1.1022
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. Proceedings of the 4th International Conference on Education and Technology (ICET 2019). https://doi.org/10.2991/icet-19.2019.164
Nuryadin, N., Salamah, S., KMR, G., & Norlaila, N. (2024). Humanistic-based learning management: Harmonizing multiculturalism in building an inclusive learning environment. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(1), 159–173. https://doi.org/10.33650/al-tanzim.v8i1.7067
Struyven, K., Gheyssens, E., & Griful-Freixenet, J. (2022). Differentiated instruction in teaching and teacher education: The DI-QUEST model. In L. Leite, P. Brown, & L. Dourado (Eds.), Handbook of Research on Teacher Education in the 21st Century (pp. 464–470). Springer. https://doi.org/10.1007/978-981-16-8679-5_48
Suryani, S., Putri, D., & Risdianto, E. (2024). Application of the team-assisted individualization model of learning in increasing high school students' learning motivation. Jurnal Pendidikan Matematika dan IPA, 15(1), 35–42. https://doi.org/10.26418/jpmipa.v15i1.71911
Tomlinson, C. A., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Moon, T. R., Brimijoin, K., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/10.1177/016235320302700203
Tsortanidou, X., Karagiannidis, C., & Koumpis, A. (2017). Adaptive educational hypermedia systems based on learning styles: The case of adaptation rules. International Journal of Emerging Technologies in Learning (iJET), 12(5), 150. https://doi.org/10.3991/ijet.v12i05.6967
Ubas, J., Bonghanoy, G., & Rellon, L. (2019). The individualized learning in mathematics among Badjao children in Matina Aplaya, Davao City. University of Mindanao International Multidisciplinary Research Journal, 4(1), 28–33. https://doi.org/10.55990/umimrj.v4i1.404
Vassileva, D. (2012). Adaptive e-learning content design and delivery based on learning styles and knowledge level. Serdica Journal of Computing, 6(2), 207–252. https://doi.org/10.55630/sjc.2012.6.207-252
Williams, J., & Hamm, J. (2017). Peer group ethnic diversity and social competencies in youth attending rural middle schools. The Journal of Early Adolescence, 38(6), 795–823. https://doi.org/10.1177/0272431617699945
Williams, K. (2022). The effect of differentiated instruction on standardized assessment performance of middle school mathematics students. International Journal of Advanced Research, 10(5), 264–272. https://doi.org/10.21474/ijar01/14704
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nursanti, Nurpadilah, Raihana Saimima, Jubaid Latukau
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
