Enhancing Student Engagement in IPAS through Differentiated Learning Models at MIS Al-Fatah Riung: A Collaborative Action Research

Abstract

This study explores the implementation of differentiated learning models to enhance student engagement in the Integrated Natural Sciences (IPAS) curriculum at MIS Al-Fatah Riung. The goal of this action research is to identify effective strategies for meeting the diverse learning needs of students, thereby improving their academic performance and interest in IPAS. Differentiated learning, which tailors teaching methods, content, and learning activities according to students’ individual needs, abilities, and interests, was chosen as the main instructional approach.

The research was conducted in three cycles, each consisting of planning, action, observation, and reflection stages. The participants were a group of students from the school, with varying levels of academic ability. Data was collected through classroom observations, interviews with teachers, and student feedback surveys. The findings suggest that differentiated learning can positively influence student motivation and academic achievement, particularly in fostering a deeper understanding of scientific concepts. Students reported feeling more engaged and confident in their learning as they were provided with tasks suited to their own pace and learning style.

This research contributes to the growing body of literature on differentiated instruction in Indonesian schools, especially in the context of IPAS. It underscores the importance of adapting teaching strategies to cater to the diverse needs of students to ensure that every learner has the opportunity to succeed. Furthermore, the study highlights the role of teachers in creating a supportive learning environment where students are encouraged to explore and develop their knowledge in a personalized way.