The Effect of Differentiated Instruction on Students’ Learning Activeness in Regions and Natural Resources

Abstract

Objective: This study aims to examine the effect of the differentiated instruction approach in elementary schools on the level of learning activeness of fourth-grade students in the topic of Regions and Natural Resources in Natural Science and Social. Method: This study employed a quantitative, quasi-experimental design, with an experimental class implementing differentiated instruction and a control class using conventional teaching methods. Data were collected through observation, documentation, and a learning activeness questionnaire that had been tested for validity and reliability, with a Cronbach’s alpha value of 0.760. Results: The results of the independent samples t-test showed a significance value of < 0.001, indicating a significant effect of implementing differentiated instruction on students’ learning activeness. The findings demonstrate that this approach improves students’ participation, concentration, and cooperation during the learning process. Novelty: This study focuses on the implementation of differentiated instruction in a fourth-grade primary school classroom, specifically addressing the topic of "Regions and Natural Resources"—a subject that has received limited attention in previous research. The study’s novelty lies in its examination of whether the government-promoted differentiated approach actually proves effective, particularly regarding the specific focus area in question.