The Effect of Project-Based Learning Model Based on Differentiated Learning on Learning Outcomes of Grade IV Students of Inpres 5 Elementary School in West Halmahera

Inri Oktaviani Patilima; Chumidach Roini; Yumima  Sinyo

doi:10.55927/eajmr.v4i3.41

Authors

Inri Oktaviani Patilima Master of Biology Education Postgraduate Program, Khairun University
Chumidach Roini Master of Biology Education Postgraduate Program, Khairun University
Yumima Sinyo Master of Biology Education Postgraduate Program, Khairun University

DOI:

https://doi.org/10.55927/eajmr.v4i3.41

Keywords:

Project Based Learning (PjBL), Differentiated Learning, Science Literacy, Learning Outcomes

Abstract

The objective of the present study was to ascertain the impact of the project-based learning (PjBL) model, grounded in the principle of differentiated learning, on the enhancement of student learning outcomes in grade IV SD. The study employed a quantitative approach and utilised the Quasi Experiment method. The population of this study comprised fourth grade students of SD Inpres 5 West Halmahera, who were treated as an experimental class with the Project Based Learning (PjBL) model, and fourth grade students of SD Inpres 4 West Halmahera, who were given the direct learning model and served as a control class. The collection of data was conducted using multiple-choice question instruments. The collected data were then subjected to analysis using Ancova and the SPSS 30 for Windows program. The results obtained indicated a significant value of 0.001, which is less than 0.05. Consequently, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. The findings of this study demonstrate the efficacy of the Project Based Learning model, particularly in its application to differentiated learning, in enhancing the learning outcomes of fourth grade students.

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