IMPLEMENTATION OF A DIFFERENTIATED LEARNING MODEL TO IMPROVE STUDENTS’ SCIENCE AND SOCIAL STUDIES (IPAS) LEARNING OUTCOMES

Abstract

This study aims to examine the improvement of students’ learning outcomes in Science and Social Studies on the topic of buying and selling activities in Grade Four at SDN 18 Lakudo through the implementation of a differentiated learning model. This research employed a classroom action research design conducted in two cycles. The instruments used in this study included observation sheets and written tests. The indicator of success was set at eighty percent mastery, with the Minimum Learning Achievement Criteria established at seventy. The findings indicate a significant improvement in students’ learning outcomes after the implementation of the differentiated learning model. In the first cycle, out of fifteen students, only three students achieved the minimum mastery criteria, resulting in a mastery percentage of twenty percent with an average score of fifty. In the second cycle, all fifteen students achieved mastery, reaching a one hundred percent mastery level with an average score of ninety. Based on these findings, it can be concluded that the implementation of the differentiated learning model effectively improves students’ learning outcomes in Science and Social Studies on the topic of buying and selling activities in Grade Four at SDN 18 Lakudo.