The Effectiveness of Problem-Based Learning Integrated with Differentiated Instruction (PBL-DI) on Elementary Students’ Science Learning Outcomes and Creative Thinking Skills

Abstract

Science learning in elementary schools plays an essential role in developing students’ conceptual understanding, scientific literacy, and higher-order thinking skills. However, classroom instruction in heterogeneous settings often faces challenges in accommodating students’ diverse readiness, interests, and learning profiles, which may limit optimal learning outcomes. This study aims to examine the effectiveness of Problem-Based Learning integrated with Differentiated Instruction (PBL-DI) in improving elementary school students’ science learning outcomes and creative thinking skills on ecosystem topics. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population of this study consisted of fifth-grade students in an elementary school in Bekasi Regency, Indonesia. The sample involved 42 students selected through a purposive sampling technique, consisting of an experimental group (20 students) that received the PBL-DI model and a control group (22 students) that received the Problem-Based Learning (PBL) model. Data were collected using science learning achievement tests and creative thinking skills tests administered before and after the intervention. Data analysis was conducted using paired-samples t-test, independent-samples t-test, and normalized gain (N-gain) analysis. The results showed that both groups experienced significant improvements in science learning outcomes and creative thinking skills. However, the PBL-DI group demonstrated consistently higher performance compared to the PBL group. The independent-samples t-test results showed significant differences between the experimental and control groups in science learning outcomes (t(40) = 2.777, p = 0.008) and creative thinking skills (t(40) = 2.396, p = 0.021). Furthermore, the N-gain analysis indicated that the PBL-DI group achieved moderate improvement in science learning outcomes (g = 0.61) and creative thinking skills (g = 0.66), which were higher than those of the PBL group. In conclusion, the integration of Problem-Based Learning and Differentiated Instruction (PBL-DI) is an effective and adaptive instructional approach for elementary science education. This model supports student-centered learning by facilitating meaningful problem-solving activities while accommodating students’ diverse learning needs, thereby enhancing conceptual understanding and creative thinking skills.