Lidiawati, Eddy Haryanto, Ahmad Habibi

Classroom Action Research in IPAS Learning: Enhancing Students' Cognitive Abilities through a Differentiated Approach in Elementary Schools

Introduction

Classroom action research in ipas learning: enhancing students' cognitive abilities through a differentiated approach in elementary schools. Enhance elementary students' cognitive abilities in IPAS learning through a differentiated approach. This Classroom Action Research shows significant improvements in performance, motivation, and engagement.

Abstract

Background - In the era of the Merdeka Curriculum, fostering cognitive development through inclusive and student-centered instruction is a key priority, especially in integrated science and social studies (IPAS) for elementary students. Purpose - This study aims to improve students’ cognitive abilities in the IPAS subject through the implementation of differentiated learning strategies in a fourth-grade elementary classroom. Method/approach - This research employed Classroom Action Research (CAR) following the Kemmis & McTaggart model, which consists of two iterative cycles involving planning, implementation, observation, and reflection. Data collection techniques included cognitive assessments, classroom observations, teacher interviews, and documentation. The data were analyzed using both qualitative and quantitative descriptive methods. Findings - The results indicated a significant improvement in students' cognitive performance: 29% of students achieved the competency standard in the pre-cycle, which increased to 50% in Cycle I, and further to 86% in Cycle II. In addition to improved academic outcomes, students showed higher motivation, active participation, and greater confidence in connecting IPAS concepts to real-life contexts. Conclusions - The implementation of differentiated learning proved effective in enhancing cognitive understanding and fostering a more interactive and inclusive classroom atmosphere. This approach supports the goals of the Merdeka Curriculum by addressing diverse learning needs. Novelty/Originality/Value - This study provides empirical evidence on the practical application of differentiated instruction in IPAS learning at the elementary level, demonstrating its value in promoting equity, engagement, and academic success in line with current curriculum reforms.

Review

This study presents a compelling case for the effectiveness of differentiated learning strategies in enhancing students' cognitive abilities within the integrated science and social studies (IPAS) subject in elementary schools, particularly under the Merdeka Curriculum framework. The research clearly articulates its purpose: to address the critical need for inclusive and student-centered instruction to foster cognitive development. The positive findings, demonstrating a significant increase in students meeting competency standards (from 29% to 86% across two cycles), along with qualitative improvements in motivation, participation, and confidence, strongly support the paper's central argument. This empirical evidence provides valuable insights into how current curriculum reforms can be successfully implemented to promote equity and academic success. The methodological approach, utilizing Classroom Action Research (CAR) based on the rigorous Kemmis & McTaggart model, is appropriate for exploring practical improvements in a real classroom setting. The iterative two-cycle process, encompassing planning, implementation, observation, and reflection, ensures a systematic and adaptive approach to intervention. Data collection was comprehensive, combining cognitive assessments for quantitative measurement with classroom observations, teacher interviews, and documentation for rich qualitative insights. The descriptive analysis, both qualitative and quantitative, effectively illustrates the journey of improvement. The study's claimed novelty in providing practical application of differentiated instruction in IPAS at the elementary level is well-supported by the demonstrated impact on both academic outcomes and student engagement. Overall, this research offers a valuable contribution to educational practice, particularly for educators and policymakers navigating the Merdeka Curriculum. The findings underscore the importance of differentiated learning as a robust strategy for addressing diverse learning needs and fostering a more interactive and inclusive classroom environment. While the abstract effectively highlights the positive outcomes, future iterations or related studies could further delve into the specific differentiated strategies that yielded the most significant impact, or explore the long-term retention of cognitive gains. Nevertheless, this study successfully demonstrates the practical value of differentiated instruction in enhancing cognitive understanding and promoting positive student attributes, making it a relevant and impactful piece of work.

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