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Cognitive Learning Outcomes of Elementary School Students Through Differentiated Problem-Based Learning

Journal of Primary Education · Vol. 14 No. 1 (2025) · hlm. 16–27

DOI
10.15294/jpe.v14i1.36825
ISSN
2502-4515, 2252-6404
Terbit
2025-06-29
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Learning that focuses solely on one-way knowledge transmission without integrating students into the learning process is one factor contributing to students' low cognitive learning outcomes. Conventional learning encompasses this kind of learning. Since every student learns differently, the current application of the Merdeka Curriculum's tenets is not in line with the use of conventional teaching methods. The purpose of this study is to investigate how the use of a differentiated Problem-Based Learning paradigm can improve students' cognitive learning outcomes in science. This study uses Nonequivalent Control Group Design and is quantitative in nature. The study's sample comprised 28 fourth-grade children from SDN Ngemplak Simongan 01 and 28 students from SDN Manyaran 03. The N-Gain test findings, which show that the experimental group received an average score of 0.71 while the control group received an average score of 0.55, provide evidence of this. Furthermore, the independent sample t-test used for hypothesis testing produced a significant value of 0.000<0.05, which resulted in the rejection of H0. This suggests that, in comparison to children who received conventional instruction, the cognitive learning outcomes of students taught utilizing the differentiated PBL paradigm demonstrated a high degree of progress and a significant difference.

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  • State University of Semarang
  • Indonesia University of Education
  • Muria Kudus University
  • Jenderal Soedirman University
  • Politeknik Negeri Ketapang
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Rekan penulisOrganisasiArtikel bersama
Ani RusilowatiState University of Semarang7
Ellianawati EllianawatiState University of Semarang5
Lisdiana LisdianaState University of Semarang4
Bambang SubaliState University of Semarang4
Novi Ratna DewiState University of Semarang3
Wiwi IsnaeniState University of Semarang3
Nuryani Yogipratama RustamanIndonesia University of Education2
Retno Sri IswariState University of Semarang2
Sudarmin SudarminState University of Semarang2
Margareta RahayuningsihState University of Semarang2
Wiyanto WiyantoState University of Semarang2
Enni Suwarsi RahayuState University of Semarang2
Aditya MariantiState University of Semarang2
Saiful RidloState University of Semarang2
Sri NgabektiState University of Semarang2
Andin IrsadiState University of Semarang2
Totok Sumaryanto FlorentinusState University of Semarang2
Sri SulistyoriniState University of Semarang2
Sri haryaniState University of Semarang1
Siti AlimahState University of Semarang1
Sekar Dwi ArdiantiMuria Kudus University1
Savitri WanabuliandariMuria Kudus University1
Miftah RahmanState University of Semarang1
Yohanes Leonardus SukestiyarnoState University of Semarang1
Wahyu WidodoJenderal Soedirman University1
Sri SukaesihState University of Semarang1
Ari WidodoIndonesia University of Education1
Saefudin -Afiliasi tidak diketahui1
R. Susanti R. SusantiState University of Semarang1
Fitri Arum SasiState University of Semarang1
Nafisatul LailaState University of Semarang1
Nur SakinahPoliteknik Negeri Ketapang1
Budi PrasetiyoState University of Semarang1
Isti HidayahState University of Semarang1
Lyna LatifahState University of Semarang1
FafuridaState University of Semarang1
Farid AhmadiState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpe/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Cognitive Learning Outcomes of Elementary School Students Through Differentiated Problem-Based Learning</dc:title>
	<dc:creator xml:lang="en">Husna Lailatul Latifa</dc:creator>
	<dc:creator xml:lang="en">Sigit Saptono</dc:creator>
	<dc:creator xml:lang="en">Barokah Isdaryanti</dc:creator>
	<dc:subject xml:lang="en">Cognitive Learning Outcomes; Differentiated Learning; Problem-Based Learning </dc:subject>
	<dc:description xml:lang="en">Learning that focuses solely on one-way knowledge transmission without integrating students into the learning process is one factor contributing to students' low cognitive learning outcomes. Conventional learning encompasses this kind of learning. Since every student learns differently, the current application of the Merdeka Curriculum's tenets is not in line with the use of conventional teaching methods. The purpose of this study is to investigate how the use of a differentiated Problem-Based Learning paradigm can improve students' cognitive learning outcomes in science. This study uses Nonequivalent Control Group Design and is quantitative in nature. The study's sample comprised 28 fourth-grade children from SDN Ngemplak Simongan 01 and 28 students from SDN Manyaran 03. The N-Gain test findings, which show that the experimental group received an average score of 0.71 while the control group received an average score of 0.55, provide evidence of this. Furthermore, the independent sample t-test used for hypothesis testing produced a significant value of 0.000&amp;lt;0.05, which resulted in the rejection of H0. This suggests that, in comparison to children who received conventional instruction, the cognitive learning outcomes of students taught utilizing the differentiated PBL paradigm demonstrated a high degree of progress and a significant difference.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpe/article/view/36825</dc:identifier>
	<dc:identifier>10.15294/jpe.v14i1.36825</dc:identifier>
	<dc:source xml:lang="en">Journal of Primary Education; Vol. 14 No. 1 (2025): June 2025; 16-27</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpe/article/view/36825/7322</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Primary Education</dc:rights>
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