Integrating problem-based learning and differentiated instruction to enhance student engagement, critical thinking, and learning outcomes
This study aimed to improve students’ engagement, critical thinking skills, and learning outcomes in IPAS learning through the integration of problem-based learning (PBL) and differentiated instruction among Grade V students at Sungai Rukam Elementary School. The study employed a classroom action research design consisting of a pre-cycle and three cycles, with each cycle comprising planning, implementation, observation, and reflection. Quantitative data were collected through student engagement observations, critical thinking assessments, and posttests, while qualitative data were obtained from observations and reflections throughout the learning process. The findings demonstrated improvements in all three aspects of learning. Student engagement increased from 33.20% in the pre-cycle to 83.40% in the final meeting of Cycle III, while critical thinking skills increased from 29.60% to 84.80%. The mean posttest score increased from 49.17 to 97.50, accompanied by an increase in learning mastery from 17% to 100%. These findings indicate that integrating PBL and differentiated instruction effectively improved both the learning process and outcomes by engaging students with contextual problems, providing varied learning resources, facilitating structured collaborative activities, and offering appropriate teacher scaffolding. The study implies that the integration of PBL and differentiated instruction can serve as an effective instructional approach for creating more engaging, adaptive, and meaningful IPAS learning experiences in elementary schools.
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