Differentiated PowerPoint to Improve Science Learning Outcomes on Lithosphere and Hydrosphere Material

Fransiska Elvira David Making; Ishartiwi

doi:10.63922/ijevss.v5i03.5565

Fransiska Elvira David Making Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Ishartiwi Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5565

Keywords: Differentiated learning, PowerPoint, Science, Learning difficulties, Elementary school

Abstract

This classroom action research examines the implementation and effectiveness of PowerPoint integrated with differentiated learning to improve learning outcomes in Natural and Social Sciences (IPAS) on the topic of the lithosphere and hydrosphere. The research participants were two fifth-grade students experiencing learning difficulties at SDN 002 North Malinau. A hybrid design combining a single case study and action research was implemented in two cycles, with two 70-minute meetings in each cycle. Data were collected through pretests and posttests, classroom observations, semi-structured interviews, documentation, and the researcher's reflection journal. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis, chronological comparison, and pattern matching. Students scored 30 and 10 on the pretest, 90 and 60 after Cycle I, and 100 and 100 after Cycle II. Thus, classical completeness increased from 0% to 50% and finally to 100%. The average learning engagement also increased from 67.85% in Cycle I to 89.30% in Cycle II. These improvements were supported by gradual visual support, simplified instructions, differentiated tasks, discussion-stimulating strategies, rewards, intensive guidance, and the addition of videos and simulations. Findings indicate that PowerPoint-based differentiated learning can improve conceptual understanding, participation, and science learning outcomes for students who require a slower pace of learning and repeated support.

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