Studi Eksperimen Pembelajaran Berdiferensiasi Sebagai Solusi Keberagaman Gaya Belajar Siswa Kelas V

Abstract

Speaking skills among elementary school students in Indonesian language subjects are often hindered by uniform teaching approaches that pay little attention to differences in each child's learning readiness. This condition was also found at MI Al Irsyad Kediri City, where a number of fifth-grade students had not yet reached the minimum mastery criterion for speaking competence, particularly in storytelling activities. This study was designed to measure the effect of differentiated instruction on the learning outcomes of fifth-grade students in the speaking element by comparing a treated group with a group taught through conventional methods. A quantitative approach was applied through a pretest-posttest control group design, involving 30 students in the experimental class and 30 students in the control class selected through simple random sampling. Data were collected using a storytelling performance test and analyzed through normality testing, homogeneity testing, and one-way ANOVA with SPSS version 26. The results show that the experimental class achieved a posttest mean of 89.87, while the control class reached only 82.03, with an F value of 79.626 and a significance of 0.000. These findings indicate that differentiated instruction has a meaningful effect on improving students' speaking skills compared with conventional teaching. The practical implication is that elementary teachers need to consider learners' varied learning styles when designing speaking activities in the classroom.