Implementasi Pendekatan Diferensiasi dalam Mengoptimalkan Partisipasi Siswa Bidang Studi IPAS di SDN 03 Kerangan Purun Sayan
DOI:
https://doi.org/10.60041/jap.v3i2.193Abstract
The low level of student engagement in IPAS learning at SDN 03 Kerangan Purun is a major issue that hinders the creation of an active and meaningful learning environment. One of the main causes is the use of conventional teaching methods that do not take into account the diverse characteristics, interests, and learning styles of students. The purpose of this study is to describe the implementation of a differentiated approach in enhancing the student engagement at SDN 03 Kerangan Purun, Sayan District, in the subject of IPAS. This study used the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which consists of four main stages: planning, action implementation, observation, and reflection. The study involved 16 students as subjects, with diverse learning characteristics and preferences. Data was collected using observation, verbal interaction, and document review. The findings show a gradual optimization of student participation, with the level of engagement recorded at 31.25% during the pre-cycle stage. After the action was implemented in cycle I, the engagement increased to 62.5%. This increase continued in cycle II, where student engagement reached 81.25%. These findings suggest that the implementation of differentiated learning approaches has a positive impact on student participation in the classroom. The application of differentiated approaches tailored to students' interests, learning styles, and readiness has proven to create a more active and meaningful learning environment. In conclusion, differentiated learning is effective in enhancing student participation in IPAS learning at elementary schools.
References
Aditomo, A. (2024). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah Edisi Revisi Tahun 2024. 1–72.
Agustiana, D. M., Malik, M., & Rumiati, S. (2023). Analisis Pembelajaran Berdiferensiasi Pendidikan Pancasila dan Kewarganegaraan Dalam Kurikulum Merdeka. Jurnal Citizenship Virtues, 3(2), 522–533. https://doi.org/10.37640/jcv.v3i2.1869
Akbar, M. A. (2021). Study of Implementing Affective Evaluation in Islamic Studies Subject at Tapaktuan Primary School 09. Journal of Educational Administration, 7(1), 1–10.
Azmi, U. (2022). Planning Strategy On Additional Lessons To Improve The Quality Of Islamic Religious Education. Journal of Educational Administration, 10(2), 11–16. https://ejournal.inpi.or.id/index.php/ijea/article/view/65
Elviya, D. D., & Sukartiningsih, W. (2023). Penerapan Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Pada Pembelajaran Bahasa Indonesia Kelas Iv Sekolah Dasar Di Sdn Lakarsantri I/472 Surabaya. Https://Ejournal.Unesa.Ac.Id/Index.Php/Jurnal-Penelitian-Pgsd/Article/View/54127, 11(8), 1–14.
Fadhilah, N. (2023). Hubungan Gaya Belajar dan Keaktifan Siswa dalam Pembelajaran Tematik. Jurnal Edukasi Anak, 7(1), 33–41.
Hasanah, R. (2024). Tantangan Guru dalam Implementasi Pembelajaran Berdiferensiasi di Sekolah Dasar. Jurnal Inovasi Pembelajaran, 12(2), 78–86.
Hidayat, R., & Wulandari, S. (2023). Implementasi Pembelajaran Berdiferensiasi pada Kurikulum Merdeka di Sekolah Dasar. Jurnal Inovasi Pendidikan, 10(1), 55–63.
Kemendikbudristek. (2022). Panduan Pembelajaran dan Asesmen Kurikulum Merdeka. Direktorat Jenderal GTK.
Miles, M. B., Huberman, A. M., & Saldana, J. (2023). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.
Moon, T.R., Catherine M. Brighton, C. M., Tomlinson, C. A. (2020). Using Differentiated Classroom Assessment to Enhance Student Learning (1st ed). https://doi.org/https://doi.org/10.4324/9780429452994
Mulyasa, E. (2017). Menjadi Guru Profesional. Remaja Rosdakarya.
Najib, A., & Rahmawati, E. (2025). Evaluasi Penerapan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka. Jurnal Transformasi Pendidikan, 9(1), 22–31.
Prajanto, A., Dian Pratiwi, R., Dian Pratiwi Fakultas Ekonomi dan Bisnis, R., & Akuntansi Universitas Dian Nuswantoro Semarang, J. (2017). Jurnal Akuntansi Indonesia 13 Analisis Nilai Perusahaan Manufaktur Di Indonesia Dari Perspektif Kinerja Keuangan. In Jurnal Akuntansi Indonesia (Vol. 6, Nomor 1).
Prasetya, D., & Nurjanah, S. (2020). Strategi Pembelajaran Aktif untuk Meningkatkan Partisipasi Siswa Sekolah Dasar. Jurnal Pendidikan Dasar Nusantara, 6(2), 112–120.
Pratiwi, R. D. (2024). Strategi Pembelajaran Berdiferensiasi dalam Meningkatkan Keterlibatan Belajar Siswa Sekolah Dasar. Jurnal Pendidikan Inovatif, 10(1), 25–34.
Sanjaya, W. (2013). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Kencana.
Sardiman, A. M. (2022). Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers.
Susanto, A. (2020). Teori Belajar dan Pembelajaran di Sekolah Dasar. Prenadamedia Group.
Sutrisno, L. T. (2023). Penerapan pembelajaran berdiferensiasi sebagai salah satu pemecahan masalah masih kurangnya keaktifan peserta didik saat proses pembelajaran berlangsung. COLLASE (Creative of Learning Students Elementary Education), 6(1), 111–121. https://doi.org/10.22460/collase.v1i1.16192
Tomlinson, C. A. (2020). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
Yuliana, M., & Maulida, R. (2023). Karakteristik Pembelajaran IPAS dalam Kurikulum Merdeka. Jurnal Pendidikan Terpadu, 5(1), 22–29.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mila Sari, Muhammad Ali Akbar

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License : Jurnal Armada Pendidikan (JAP) Use of the article will be governed by the Creative Commons Attribution license as currently displayed in the Creative Commons Attribution 4.0 International License (CC BY SA 4.0). This license permits anyone to copy and redistribute this material in any form or format. , compile, modify and create derivatives of this material for any purpose, including commercial purposes and license derivative works under the same license as the original.