Implementation Of The Project-Based Learning (PjBL) Model Based on Differentiated Instruction to Improve Integrated Science Concept Understanding of Grade VII Students at Risk of Learning Difficulties

Sutanto; Aini Mahabbati

doi:10.63922/ijevss.v5i04.6321

Sutanto Universitas Negeri Yogyakarta
Aini Mahabbati Universitas Negeri Yogyakarta

DOI: https://doi.org/10.63922/ijevss.v5i04.6321

Keywords: Project-Based Learning (PjBL), Differentiated Instruction, Students At Risk Of Learning Difficulties, Learning Outcomes

Abstract

This study aims to improve students' learning process and learning outcomes through the implementation of a differentiated instruction-based Project-Based Learning (PjBL) model for Grade VII students at risk of learning difficulties in the topic of water pollution. This research is necessary because the teaching methods currently employed by teachers have not been effective in improving students' learning process and learning outcomes in accordance with curriculum requirements. As a result, students continue to experience difficulties in participating in the learning process. This study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study was conducted in two cycles. The research subjects were two Grade VII students identified as being at risk of learning difficulties. Data collection techniques included observation and achievement tests (written tests). The data were analyzed using quantitative descriptive statistical techniques and qualitative descriptive analysis. Data were presented using tables and diagrams. Hypothesis testing was conducted by comparing pre-action results, Cycle I results, and Cycle II results. The results of the study show that the implementation of PjBL model based on differentiated instruction for students at risk of learning difficulties in Grade VII significantly improved both the learning process and learning outcomes. In the pre-action phase, the research subjects, Ju and Jd, obtained scores of 40 and 30, respectively. In Cycle I, their scores increased to 60 and 50. After Cycle II, both students achieved a score of 80. In addition, there was an increase in student engagement during the learning process. These findings indicate that the implementation of the PjBL model based on differentiated instruction is an effective and applicable strategy for improving conceptual understanding and learning outcomes of students at risk of learning difficulties. Therefore, teachers are recommended to implement the PjBL model based on differentiated instruction to better address the individual needs of learners.

References

D’Elia, P., Stalmach, A., Di Sano, S., & Casale, G. (2025). Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1447489
Gabriel, T., & Börnert-Ringleb, M. (2023). The intersection of learning difficulties and behavior problems – a scoping review of intervention research. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1268904
Herlina, N., Sesmiarni, Z., Zakir, S., & Ilmi, D. (2023). Analisis Hambatan Belajar Siswa Pada Mata Pelajaran Informatika di MTsN 6 Agam. Journal of Educational Management and Strategy, 2(1), 86–103. https://doi.org/10.57255/jemast.v2i1.231
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Panduan pembelajaran dan asesmen Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 48 Tahun 2023 tentang Akomodasi yang Layak untuk Peserta Didik Penyandang Disabilitas pada Satuan Pendidikan Anak Usia Dini Formal, Pendidikan Dasar, Pendidikan Menengah, dan Pendidikan Tinggi.
Kementrian Pendidikan Nasional RI. (2009). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.
Mas’ud, M., Putra, T. P., Zulfarina, Z., & Linda, R. (2021). The effectiveness of interactive integrated science e-module with connected type to improve student’s mastery on energy topic. International Journal of Educational Best Practices, 5(2), 211. https://doi.org/10.31258/ijebp.v5n2.p211-222
Mayasari, A., Arifudin, O., & Juliawati, E. (2022). Implementasi model Problem Based Learning (PBL) dalam meningkatkan keaktifan pembelajaran. Jurnal Tahsinia, 3(2), 167–175. https://doi.org/10.57171/jt.v3i2.335
Mumpuniarti. (2017). Pembelajaran bagi anak berkesulitan belajar. UNY Press.
Oladele, O. (2024). Kinesthetic Learning: Hands-On Learning and Active Engagement.
Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI (Differentiated Instruction) Does Matter! The effects of DI on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.729027
Risanatul, R., & Junaidi, J. (2022). Penyebab peserta didik tidak berpartisipasi aktif dalam pembelajaran sosiologi di kelas XI IPS 1 SMAN 4 Merangin Jambi. Naradidik: Journal of Education and Pedagogy, 1(3), 327–335. https://doi.org/10.24036/nara.v1i3.74
Saleh, J., Odja, A. H., Umar, M. K., Rabiasa, S. A., Pilobu, M., Awila, A. A., & Fatima, S. (2025). Profil dan hasil belajar siswa yang memiliki hambatan belajar pada konsep listrik statis. Jurnal Luminous: Riset Ilmiah Pendidikan Fisika, 6(1), 09–18. https://doi.org/10.31851/luminous.v6i1.17123
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02366
Thomas. (2000). A Review of Research on Project Based Learning. The Autodesk Foundation.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
Trianto. (2010). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Bumi Aksara.
Vaiopoulou, J., Tsikalas, T., Stamovlasis, D., & Papageorgiou, G. (2023). Conceptual understanding in science learning and the role of four psychometric variables: a person-centered approach. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1204868
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202728