Optimizing science learning through differentiated models to improve science literacy in the digital era

Harlinda Syofyan; Muhammad Rijal Fadli; Mas Roro Diah Wahyu Lestari; Ainur Rosyid

doi:10.31893/multirev.2025182

Keywords:

digital-based education

Abstract

Differentiated models in science learning in elementary schools are essential to improve science literacy in line with the provisions of the Independent Curriculum. The application of this model allows teachers to adjust teaching methods that are more responsive to the individual learning needs of students, thereby maximizing their learning potential in understanding complex and relevant scientific concepts. This study aimed to investigate how using a differentiated approach to make science learning more effective can help students learn more about science. The research used a quantitative approach and a quasiexperimental nonequivalent control group design. The study was split into two groups: the experimental group and the control group, which consisted of a total of 274 elementary school students in Jakarta who were used as the population. Cluster random sampling was used for the sampling process, and interviews, observations, and instruments in the form of science literacy tests in the form of surveys were used to collect the data. An independent t test and an N-gain score test was used to look at the data. The results showed that using a differentiated model to improve students' science literacy had a big impact. This was supported by an independent t test with a significance value of 0.000 <0.05 and an N-gain score test that met the medium criteria. The differentiated learning model has a positive impact on the development of students' scientific literacy, with a substantive increase in their ability to apply scientific concepts in various situations.
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How to cite

Syofyan, H., Fadli, M. R., Lestari, M. R. D. W., & Rosyid, A. (2025). Optimizing science learning through differentiated models to improve science literacy in the digital era. Multidisciplinary Reviews, 8(6), 2025182. https://doi.org/10.31893/multirev.2025182

[1] Aguanda, S., A., Anwar, M. S., Wardana, M. R. F., & Yambasu, R. A. (2023). The Effect of Differentiated Learning on Improving Student Learning Outcomes. Delta-Phi: Journal Pendidikan Matematika, 1(1), 46–50. https://doi.org/10.61650/dpjpm.v1i1.199

[2] Aiman, U., Hasyda, S., & Uslan, U. (2020). The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students. European Journal of Educational Research, 9 (4), 1635–1647. https://doi.org/10.12973/eu-jer.9.4.1635

[3] Alansa Scott, K., Cale, C., Panesar-Aguilar, S., & McCraney, M. (2021). Differentiated Instruction and Improving Student Learning: A Qualitative Study. Education Journal, 10(4), 114. https://doi.org/10.11648/j.edu.20211004.11

[4] Amanda, F. F., Sumitro, S. B., Lestari, S. R., & Ibrohim, I. (2022). The Correlation of Critical Thinking and Concept Mastery to Problem-solving Skills: The Role of Complexity Science-Problem Based Learning Model. Pedagogika, 146(2), 80–94. https://doi.org/10.15823/p.2022.146.4

[5] Aristeidou, M., & Herodotou, C. (2020). Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy. Citizen Science: Theory and Practice, 5(1). https://doi.org/10.5334/cstp.224

[6] Asrial, A., Syahrial, S., Sabil, H., Ryan, J., Lamb, M., Cox, R., Emmitt, M., & Rahmi, R. (2024). Science Teacher’s Book: Analyzing Elementary School Students’ Character Values. Journal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 180–187. https://doi.org/10.22437/jiituj.v8i1.32766

[7] Atmojo, I. R. W., Ardiansyah, R., Saputri, D. Y., & Adi, F. P. (2021). The Effectiveness of STEAM-Based Augmented Reality Media in Improving the Quality of Natural Science Learning in Elementary School. AL-ISHLAH: Journal Pendidikan, 13(2), 821–828. https://doi.org/10.35445/alishlah.v13i2.643

[8] Atta, H. B., Vlorensius, Aras, I., & Ikhsanudin. (2020). Developing an instrument for students’ scientific literacy. Journal of Physics: Conference Series, 1422(1), 012019. https://doi.org/10.1088/1742-6596/1422/1/012019

[9] Bahtiar, B., Ibrahim, I., & Maimun, M. (2022). Analysis of Students’ Scientific Literacy Skill in terms of Gender Using Science Teaching Materials Discovery Model Assisted by PhET Simulation. Journal Pendidikan IPA Indonesia, 11(3), 371–386. https://doi.org/10.15294/jpii.v11i3.37279

[10] Balnaves, M., & Caputi, P. (2018). Introduction to Quantitative Research Methods: An Investigative Approach. SAGE Publications.

[11] Bennett, J. (2010). Teaching and Learning Science: A Guide to Recent Research and Its Applications. Continuum.

[12] Chen, J., Zhang, Y., Wei, Y., & Hu, J. (2021). Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach. Research in Science Education, 51(S1), 129–158. https://doi.org/10.1007/s11165-019-9835-y

[13] Coletta, V. P. (2023). Evidence for a normal distribution of normalized gains. Physical Review Physics Education Research, 19(1), 010111. https://doi.org/10.1103/PhysRevPhysEducRes.19.010111

[14] Dalila, A. A., Rahmah, S., Liliawati, W., & Kaniawati, I. (2022). Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students. Journal Penelitian Pendidikan IPA, 8(4), 2116–2122. https://doi.org/10.29303/jppipa.v8i4.1839

[15] Demir, S. (2021). The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students toward Science Learning in Terms of Learning Styles. Shanlax International Journal of Education, 9(3), 16–25. https://doi.org/10.34293/education.v9i3.3723

[16] Fadli, M. R., & Kissiya, E. (2024). Character Education Perspective KH. Hasyim Asy'ari’s and its Relevance in the Digital Age. SWARNADWIPA, 8(1), 17-30. http://dx.doi.org/10.24127/sd.v8i1.3266

[17] Fadli, M. R., Rochmat, S., Sudrajat, A., Aman, A., Rohman, A., & Kuswono, K. (2022). Flipped classroom in history learning to improve students’ critical thinking. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1416–1423. https://doi.org/10.11591/ijere.v11i3.22785

[18] Haryanto, H., Ghufron, A., Suyantiningsih, S., & Kumala, F. N. (2022). The correlation between digital literacy and parents’ roles toward elementary school students’ critical thinking. Cypriot Journal of Educational Sciences, 17(3), 828–839. https://doi.org/10.18844/cjes.v17i3.6890

[19] Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. Al, Fitria, Y., & Patmasari, L. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia. Education Sciences, 12(10), 650. https://doi.org/10.3390/educsci12100650

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