Integrasi differentiated instruction dan project-based learning untuk menguatkan critical thinking mahasiswa

Unga Utari, Ni Luh Sakinah Nuraini, Ahmad Syawaludin, Sigit Wibowo

Abstract

Penelitian ini bertujuan menganalisis efektivitas integrasi Differentiated Instruction dan Project-Based Learning dalam menguatkan critical thinking mahasiswa PGSD pada mata kuliah Konsep Dasar IPS SD. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe pretest–posttest control group. Sampel terdiri atas dua kelas: kelompok eksperimen yang menerima pembelajaran berbasis Differentiated Instruction dan Project-Based Learning, serta kelompok kontrol yang memperoleh pembelajaran konvensional. Kemampuan critical thinking diukur melalui tes yang mencakup indikator analisis, evaluasi, dan inferensi. Hasil uji independent-samples t-test dan ANCOVA menunjukkan perbedaan signifikan antara kedua kelompok. Nilai gain kelompok eksperimen mencapai 0,51, lebih tinggi dibandingkan kelompok kontrol sebesar 0,28. Temuan ini menegaskan bahwa integrasi Differentiated Instruction dan Project-Based Learning efektif meningkatkan critical thinking mahasiswa PGSD dan layak diterapkan sebagai strategi pembelajaran abad ke-21.

 

Integration of differentiated instruction and project-based learning to strengthen students' critical thinking

 

Abstract: This study examines the effectiveness of integrating Differentiated Instruction and Project-Based Learning in enhancing the critical thinking skills of Elementary Teacher Education students. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of two classes: an experimental group receiving Differentiated Instruction combined with Project-Based Learning, and a control group engaged in conventional learning. Critical thinking was assessed using a test covering analysis, evaluation, and inference indicators. Independent-samples t-test and ANCOVA results revealed significant differences between groups, with the experimental group showing greater improvement. The gain score of the experimental group reached 0.51, compared to 0.28 in the control group. These findings indicate that the integration of Differentiated Instruction and Project-Based Learning is effective in strengthening students’ critical thinking and offers a relevant pedagogical strategy for 21st-century teacher education.

Keywords

Differentiated Instruction; Project-Based Learning; critical thinking

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DOI: https://doi.org/10.20961/jdc.v9i3.110559

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