The Effects of Full versus Partial Differentiated Learning on Students’ Science Understanding Based on Critical Thinking Skills
DOI:
https://doi.org/10.67421/jiel.v2i2.288Keywords:
critical thinking, differentiation learning, flipped classroom, google sites, science understandingAbstract
This study aims to analyze the differences in the effect of full and partial differentiation learning on students' science understanding, variations based on critical thinking skills, and the interaction effect between differentiation strategies and critical thinking levels. A quasi-experimental method with a 2x3 factorial design was applied to eleventh-grade students at SMAN 1 Karanganyar studying heat transfer. Samples were selected using cluster random sampling, assigning class XI F5 as experimental group 1 (full differentiation) and class XI F6 as experimental group 2 (partial differentiation). Both groups utilized a flipped classroom framework via Google Sites. Data collected from validated tests were analyzed using Two-Way ANOVA via SPSS 27. The results revealed a significant difference in science understanding based on the differentiation model (a Sig. value of <0.001 (sig.<0.05)) where full differentiation outperformed partial differentiation (mean: 90.33 vs 74.33). Significant differences were also found across critical thinking levels (a Sig. value of < 0.001 (sig.<0.05)). However, no significant interaction effect was found between the learning models and critical thinking levels (a Sig. value of>0.407 (sig.>0.05)) indicating full differentiation consistently yields better results across all levels.
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