Melola Discovery

← Melola Discovery

Journal

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

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

DOI
10.15294/jpe.v14i1.36825
ISSN
2502-4515, 2252-6404
Published
2025-06-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 163 co-authorship links · 10 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Indonesia University of Education
  • Muria Kudus University
  • Sultan Agung Islamic University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ani RusilowatiState University of Semarang7
Ellianawati EllianawatiState University of Semarang5
Lisdiana LisdianaAffiliation unknown4
Bambang SubaliAffiliation unknown4
Novi Ratna DewiState University of Semarang3
Wiwi IsnaeniState University of Semarang3
Sudarmin SudarminAffiliation unknown3
Sri NgabektiState University of Semarang3
Sri SulistyoriniState University of Semarang3
Siti AlimahState University of Semarang2
Ari WidodoIndonesia University of Education2
Retno Sri IswariState University of Semarang2
Margareta RahayuningsihAffiliation unknown2
Wiyanto WiyantoState University of Semarang2
Enni Suwarsi RahayuState University of Semarang2
Aditya MariantiAffiliation unknown2
Saiful RidloState University of Semarang2
Amin RetnoningsihAffiliation unknown2
Andin IrsadiState University of Semarang2
Totok Sumaryanto FlorentinusState University of Semarang2
Woro SumarniState University of Semarang2
Sri haryaniState University of Semarang1
Sekar Dwi ArdiantiMuria Kudus University1
Savitri WanabuliandariMuria Kudus University1
Miftah RahmanState University of Semarang1
Yohanes Leonardus SukestiyarnoState University of Semarang1
Wahyu WidodoSultan Agung Islamic University1
Sri SukaesihState University of Semarang1
Nuryani Yogipratama RustamanIndonesia University of Education1
Saefudin -Affiliation unknown1
R. Susanti R. SusantiAffiliation unknown1
Fitri Arum SasiAffiliation unknown1
Nafisatul LailaAffiliation unknown1
Haya Lalita AzzahraAffiliation unknown1
Aldina Eka AndriyaniAffiliation unknown1
Nur Milatis SakinahAffiliation unknown1
Lyna LatifahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpe/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<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>
</oai_dc:dc>