Improving Student Learning Outcomes in PPKn Subjects Through Differentiated Learning Methods Among Class XI-12 Students at State Senior High School 3 of Gorontalo City

Abstract

This study aims to improve students’ learning outcomes in PPKn through the implementation of differentiated instruction in Class XI-12 at State Senior High School 3 of Gorontalo City. The research employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 38 students in the 2024/2025 academic year. Data were collected through observation sheets, learning outcome tests, and field notes, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that differentiated instruction significantly improved students’ learning activities and learning outcomes. Initial observations showed that only 18% of students achieved the minimum mastery criterion. After the implementation of differentiated learning strategies, student participation and achievement increased progressively across cycles. In the second cycle, classical mastery reached 82%, exceeding the targeted 75%. The results demonstrate that differentiated instruction effectively accommodates students’ diverse readiness, interests, and learning profiles, leading to more active participation and improved learning outcomes. Therefore, differentiated instruction is recommended as an effective instructional approach to enhance the quality of PPKn learning.