The Effect of Differentiated Instruction and Learning Motivation on Elementary School Students’ Learning Outcomes

Authors

  • Rahmah Universitas Kanjuruhan Malang
  • Sudi Dul Aji Universitas Kanjuruhan Malang
  • Dwi Fauzia Putra Universitas Kanjuruhan Malang

DOI:

https://doi.org/10.58230/27454312.3681

Keywords:

differentiated instruction, learning motivation, learning outcomes, elementary school

Abstract

This study aimed to examine the effect of differentiated instruction and learning motivation on elementary school students’ learning outcomes in Natural and Social Sciences (IPAS), within the context of instructional practices aligned with the principles of the Merdeka Curriculum. A quantitative quasi-experimental design with a 2×2 factorial model was employed to analyze the main and interaction effects of instructional approach and learning motivation. The participants were 46 sixth-grade students from two elementary schools, consisting of an experimental group taught using differentiated instruction and a control group taught using conventional instructional methods. Data were collected through a learning outcomes test and a learning motivation questionnaire and analyzed using Two-Way ANOVA at a significance level of 0.05. The results indicated that students who received differentiated instruction achieved significantly higher learning outcomes than those who received conventional instruction. Learning motivation also had a significant effect, with highly motivated students demonstrating better academic achievement. However, no significant interaction effect was found between instructional approach and learning motivation, suggesting that differentiated instruction is more effective in improving learning outcomes regardless of students’ motivation levels. These findings provide empirical evidence supporting the implementation of differentiated instruction in IPAS learning at the elementary school level.

Downloads

Download data is not yet available.

References

Anis Zohriah, N.B, M. S. M., & Mu’in, A. (2024). Perencanaan Sumber Daya Manusia: Kunci Keberhasilan Pendidikan Abad ke-21. Journal of Basic Educational Studies, 4(2), 589–602.

Anwas, E. O. M., Afriansyah, A., Iftitah, K. N., Firdaus, W., Sugiarti, Y., Sopandi, E., & Hediana, D. (2022). Students’ Literacy Skills and Quality of Textbooks in Indonesian Elementary Schools. International Journal of Language Education, 6(3), 233–244. https://doi.org/10.26858/ijole.v6i3.32756

Asadpour, M., Bakhshi, M. H., Mirzapour, P., & Shahabi, M. (2025). The motivational role of teachers: A systematic review of key factors influencing students’ academic motivation. In European Journal of Psychology of Education (Vol. 40, Issue 4). Springer Netherlands. https://doi.org/10.1007/s10212-025-01039-0

Bognar, B., Mužar Horvat, S., & Jukić Matić, L. (2025). Characteristics of Effective Elementary Mathematics Instruction: A Scoping Review of Experimental Studies. Education Sciences, 15(1), 1–38. https://doi.org/10.3390/educsci15010076

Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review, 33, 100391. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100391

Dua, F., Johan, R. C., & Lasar, A. B. (2025). Instructional Design for Competency-Based Character Education in Elementary Schools: A Bibliometric Analysis. Journal of Innovation in Educational and Cultureal Research, 6(3), 567–581. https://doi.org/10.46843/jiecr.v6i3.1687

Frausto, A., Whitehouse, E., & Oliva, M. (2024). Contextual Analysis of Motivation, Engagement, & Persistence.

Gabriel, F., Fowler, S., & Brinkman, S. (2025). Motivation for Learning Review. University of South Australia, May, 1–56.

Huang, Y., Li, Y., & Chen, G. (2025). The impact of learning motivation on academic performance among low-income college students: the mediating roles of learning strategies and mental health. Frontiers in Psychology, 16(September), 1–10. https://doi.org/10.3389/fpsyg.2025.1639375

Kristiawan, M., Connie, C., Asvio, N., & Risanto, W. (2025). Differentiated Learning: A Solution to Increase Students’ Potential Seen from Students’ Readiness to Learn, Interests and Learning Profiles. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 10(1), 233–244. https://doi.org/10.31851/jmksp.v10i1.16751

Kristiyuana, K., Wuriningsih, F., Idammatussilmi, I., & Agung, A. (2025). Reforming Pedagogy in Indonesian Primary Schools: A Five-Year Systematic Review of Differentiated Instruction, Project-Based Learning, and Formative Assessment (2020–2025). Jurnal Ilmiah Profesi Pendidikan, 10(2), 1694–1705. https://doi.org/10.29303/jipp.v10i2.3413

Lo, K. W. K., Ngai, G., Chan, S. C. F., & Kwan, K. P. (2022). How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis. Frontiers in Psychology, 13(April), 1–12. https://doi.org/10.3389/fpsyg.2022.825902

Masaha, M. F., & Jamaluddin, N. S. (2023). The Influence of Organizational Spirit on Student Academic Achievement. International Journal of Advanced Education and Development, 4(2), 1–12. http://jurnal.staisumatera-medan.ac.id/fitrah

Muh. Asriadi, A. M., Hadi, S., & Istiyono, E. (2023). Trend research mapping of differentiated instruction: A bibliometric analysis. Journal of Pedagogical Research, 7(3), 194–210. https://doi.org/10.33902/JPR.202320544

Norhayati Husin, & Adnan, W. N. W. M. (2025). A Systematic Literature Review on Differentiated Instruction Practices in English Classrooms (2020–2025). International Journal of Research and Innovation in Social Science (IJRISS), IX(X), 8719–8728. https://doi.org/10.47772/IJRISS

Pebriyandi, & Sari Mardian. (2024). Penggunaan Strategi Pembelajaran Berdiferensiasi pada Materi Puisi di Sekolah Menengah Atas. Didaktika: Jurnal Kependidikan, 13(1), 909–918. https://doi.org/10.58230/27454312.532

Ramaila, S. (2025). Unveiling the Potential: A Systematic Review on Harnessing the Affordances of Differentiated Instruction. Journal of Teaching and Learning, 19(2), 41–56. https://doi.org/10.22329/jtl.v19i2.8561

Ramilo, J. P., & Ting, M. S. (2025). Effectiveness of Differentiated Instruction, Level of Engagement and Academic Performance of Students with Diverse Learning Needs in an Inclusive Classroom in SDO Calamba City. International Journal of Multidisciplinary Research and Growth Evaluation, 6(2), 1406–1415. https://doi.org/10.54660/.ijmrge.2025.6.2.1406-1415

Rudd, G., Meissel, K., & Meyer, F. (2021). Measuring academic resilience in quantitative research: A systematic review of the literature. Educational Research Review, 34, 100402. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100402

Subandiyah, H., Nasrullah, R., Ramadhan, R., Supratno, H., Raharjo, R. P., & Lukman, F. (2025). The impact of differentiated instruction on student engagement and achievement in Indonesian language learning. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2516378

Supartini, N., Abdurrahman, A., Winarni, W., & Isnawati, I. (2025). Systematic Literature Review: Teacher Work Motivation and Its Impact on Performance in Elementary Schools. Japan Series, Advances in Social Science, Education and Humanities Research, ICEHoS, 24–42. https://doi.org/10.2991/978-2-38476-450-1_3

Törmänen, T., Ketonen, E., Lehtoaho, E., Turunen, M., Zabolotna, K., Shubina, T., & Järvenoja, H. (2025). Situational Motivation in Academic Learning: A Systematic Review. In Educational Psychology Review (Vol. 37, Issue 2). Springer US. https://doi.org/10.1007/s10648-025-10036-0

Wakifah, Fatimah, & Sulistiawati, M. (2023). Optimization of Higher-Order Thinking Skills (HOTS) in Islamic Education towards the Era of Society 5.0. Didaktika: Jurnal Kependidikan, 17(2), 55–63. https://doi.org/10.30863/didaktika.v17i2.5750

Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197

Downloads

Published

2026-02-21

Issue

Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan

Section

Articles

License

Dengan mengirimkan naskah artikel, berarti penulis setuju dengan segala kebijakan yang ditetapkan oleh jurnal dan penerbit.

Penulis menyatakan bahwa:

  • kebijakan ini telah diketahui dan disetujui bersama oleh semua penulis;
  • naskah artikel belum dipublikasikan secara resmi sebelumnya di media ber-ISSN atau ber-ISBN yang terdaftar, kecuali dalam bentuk abstrak atau sebagai bagian dari materi kuliah, atau skripsi/tesis/disertasi yang tidak diterbitkan;
  • naskah tidak sedang dalam proses editorial dan dipertimbangkan untuk publikasi di tempat lain;
  • publikasi naskah ini telah disetujui oleh semua penulis, institusi afiliasi penulis, otoritas yang bertanggung jawab, dan lembaga di mana kegiatan telah dilakukan;
  • naskah berisi materi yang aman dari pelanggaran hak cipta;

Perjanjian Hak Cipta dan Lisensi

  • Penulis memiliki hak cipta dan hak kepemilikan lainnya yang terkait dengan artikel.
  • Penulis memiliki hak dan diizinkan untuk menggunakan substansi artikel untuk karya-karya penulis berikutnya, termasuk untuk keperluan bahan/materi kuliah dan buku.
  • Penulis menyerahkan hak publikasi pertama kepada jurnal dengan di bawah Lisensi Creative Commons (CC BY 4.0).

Pernyataan Lisensi CC BY 4.0

Anda diperbolehkan:

  • Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
  • Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.

Pemberi lisensi tidak dapat mencabut ketentuan di atas sepanjang Anda mematuhi ketentuan lisensi berikut ini.

  • Atribusi — Anda harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Anda dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Anda atau penggunaan Anda.
  • Tidak ada pembatasan tambahan — Anda tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.

How to Cite

Rahmah, Sudi Dul Aji, & Dwi Fauzia Putra. (2026). The Effect of Differentiated Instruction and Learning Motivation on Elementary School Students’ Learning Outcomes. Didaktika: Jurnal Kependidikan, 15(1 Februari), 881-890. https://doi.org/10.58230/27454312.3681