Abstract
This study used a quantitative pretest–posttest control-group design. The sample consisted of 70 fourth-grade students divided into an experimental group receiving differentiated instruction and a control group receiving conventional instruction. The instruments were essay questions and questionnaires whose validity and reliability were tested using Jamovi 2.3.2. The analysis produced a Cronbach’s Alpha value of 0.955, indicating very high reliability. Data analysis included normality, homogeneity, and t-tests. The results showed that differentiated instruction had a significant effect on students’ conceptual understanding. The experimental group demonstrated greater improvement than the control group. Analysis of learning styles also revealed that most students had a combination of learning preferences, although one style tended to be dominant. Thus, differentiated instruction provided a more relevant and effective learning experience while increasing student engagement and motivation. The study highlights the importance of adaptive teaching methods that consider individual differences in order to improve the quality of primary education. Teachers are therefore encouraged to continue developing their ability to identify and address diverse learning needs and create more inclusive educational environments.
First Page
654
Last Page
666
Recommended Citation
Irnelia, V.,
Agustina, D.,
&
Asriyanti, F.
(2025).
Pengaruh Pemahaman Konsep Siswa terhadap Penerapan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar di Sekolah Dasar Tulungagung.
Journal of Innovation and Teacher Professionalism, 3(3), 654-666.
DOI: https://doi.org/10.17977/um084v3i32025p654-666
Available at:
https://citeus.um.ac.id/jitpro/vol3/iss3/17