Classroom Action Research in IPAS Learning: Enhancing Students' Cognitive Abilities through a Differentiated Approach in Elementary Schools

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Classroom action research shows significant cognitive improvement in fourth graders through differentiated learning, indicating its effectiveness.

Cognitive performance improved significantly from 29% to 86% across two cycles of differentiated learning intervention.
Analysis included cognitive assessments, observations, and teacher interviews to gauge student engagement and growth.
Classroom action research applied the Kemmis & McTaggart model, focusing on iterative cycles of planning and reflection.
This approach highlights the importance of addressing diverse learning needs within the framework of the Merdeka Curriculum.

Lidiawati et al. (2025) studied this question.

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Classroom action research shows significant cognitive improvement in fourth graders through differentiated learning, indicating its effectiveness.