Abstract
Advances in technology and information, which are growing very rapidly, affect all areas of human life, so literacy skills are needed as one of the skills of the 21st century. However, the literacy of primary school students in Indonesia is still in the low category. The results of the 2022 national assessment show that 50% of students have reached the minimum competence limit for reading skills. In 2023, 61.53% have reading skills above the minimum. In general, however, these results still rank students' literacy skills at a low level. This study aims to investigate the influence of differentiated learning activities on the literacy of primary school pupils. The research method uses the quasi-experiment method. The study was conducted in six primary schools representing three cities, namely Bogor, Jakarta, and Yogyakarta. The research tool uses tests, questionnaires, and observation sheets for learning implementation. Quantitative data analyses were carried out to determine the results of literacy tests and the results of surveys on the impact of differentiated learning activities. The results showed: (1) there were differences in the results of the students' reading and writing test for the pretest and posttest; (2) differentiated learning strategies have a positive effect on students' literacy skills, and (3) students' literacy skills increase in the proficient and interpretative categories. Based on these results, it was concluded that differentiated learning strategies in three cities have an impact on improving the literacy of primary school students.
Author Information
Sri Dewi Nirmala, Universitas Terbuka, Indonesia
Paper Information
Conference: KCE2024
Stream: Teaching Experiences
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Nirmala S. (2025) Investigating the Effects of Differentiated Learning on Primary School Students’ Literacy Competence: A Multi-Site Comparative Study ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 351-361) https://doi.org/10.22492/issn.2759-7563.2024.27
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.27
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