Development of Digital Interactive Worksheets Based on a Differentiated Instruction Model in Science Education to Enhance Scientific Literacy in Physics Among Junior High School Students
DOI:
10.29303/jppipa.v11i9.12519Published:
2025-09-25Downloads
Abstract
The integration of technology in education is essential for enhancing learning, particularly in junior high school Science. Challenges such as low conceptual understanding and limited scientific literacy remain prevalent. This study developed a differentiation-based Digital Interactive Worksheet (DIW) to improve students’ scientific literacy in motion concepts. Using the ADDIE model within a Research and Development (R&D) framework, the study involved 30 eighth-grade students at SMP Negeri 5 Padangsidimpuan. Data were collected through expert validation sheets, practicality questionnaires, and scientific literacy tests. Results indicated that the DIW was highly valid (81.2%), practical (84.6%), and effective in enhancing students’ scientific literacy. Small-scale trials produced an N-Gain of 55.8% (moderate), while large-scale trials showed an N-Gain of 49.9% (moderate), suggesting consistent effectiveness, though slightly lower in larger classes likely due to management challenges. The 5.9% difference highlights the importance of classroom strategies for larger groups. DIW’s success is attributed to interactivity, personalized learning, real-time feedback, and active student engagement. This study contributes a tested digital learning tool for Science education and demonstrates the effective integration of differentiation and technology. The findings support SDG 4 (Quality Education) through inclusive and adaptive learning. Future research should address scalability and broader classroom implementation.
Keywords:
Digital interactive worksheet Differentiation model Science literacy Motion conceptReferences
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191
Armiyati, N., & Asih, S. S. (2025). Development Multimedia Interactive “Menturi” Based on Autoplay to Improve IPAS Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 11(6), 95–103. https://doi.org/10.29303/jppipa.v11i6.10728
Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology, 14, 1–13. https://doi.org/10.3389/fpsyg.2023.1124259
Bi, M., Struyven, K., & Zhu, C. (2024). Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review. ECNU Review of Education. https://doi.org/10.1177/20965311241265126
Busch, K. C., & Rajwade, A. (2024). Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts. Science Education, 108(5), 1231–1268. https://doi.org/10.1002/sce.21871
Cairns, D., & Areepattamannil, S. (2019). Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries. Research in Science Education, 49(1), 1–23. https://doi.org/10.1007/s11165-017-9639-x
Cao, J., Chan, S. W. T., Garbett, D. L., Denny, P., Nassani, A., Scholl, P. M., & Nanayakkara, S. (2021). Sensor-Based Interactive Worksheets to Support Guided Scientific Inquiry. Proceedings of Interaction Design and Children, IDC 2021, 1–7. https://doi.org/10.1145/3459990.3460716
Charania, A., Bakshani, U., Paltiwale, S., Kaur, I., & Nasrin, N. (2021). Constructivist teaching and learning with technologies in the COVID-19 lockdown in Eastern India. British Journal of Educational Technology, 52(4), 1478–1493. https://doi.org/10.1111/bjet.13111
Colbert, C. Y., Foshee, C. M., Prelosky-Leeson, A., Schleicher, M., & King, R. (2023). Differentiated Instruction as a Viable Framework for Meeting the Needs of Diverse Adult Learners in Health Professions Education. Medical Science Educator, 33(4), 975–984. https://doi.org/10.1007/s40670-023-01808-w
Costadena, M. P., & Suniasih, N. W. (2022). E-LKPD Interaktif Berbasis Discovery Learning pada Muatan IPA Materi Ekosistem. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(2), 180–190. https://doi.org/10.23887/jppp.v6i2.45848
Cyndirela, Subagiyo, L., Lumowa, S. V. T., Tindangen, M., Hudiyono, Y., Akhmad, Rambitan, V. M. M., & Masitah. (2025). Development of STEM-EDP-Based Student Worksheets to Improve Students’ Critical Thinking Skills at SMP Negeri 17 Samarinda. Jurnal Penelitian Pendidikan IPA, 11(6), 184–190. https://doi.org/10.29303/jppipa.v11i6.11171
Estaiteyeh, M., & DeCoito, I. (2023). Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 5–26. https://doi.org/10.1007/s42330-023-00270-5
Ghimire, A., & Edwards, J. (2024). Generative AI Adoption in the Classroom: A Contextual Exploration Using the Technology Acceptance Model (TAM) and the Innovation Diffusion Theory (IDT). 2024 Intermountain Engineering, Technology and Computing, IETC 2024, 129–134. https://doi.org/10.1109/IETC61393.2024.10564292
Hidayat, N., Pratiwi, Y., & Mustaqim, I. (2025). Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(7), 7637–7644. https://doi.org/10.54371/jiip.v8i7.8547
Islam, M. M., & Islam, M. M. (2023). E-learning in Bangladesh: Challenges and Overcoming Strategies. Journal of the National Academy for Planning and Development (NAPD), 32(1), 79–100. Retrieved from https://www.researchgate.net/publication/371971075
Kasmawati, Nasution, E. S., & Nasution, F. (2024). Pengembangan Bahan Ajar Ipa Terpadu Berbasis Model Diferensiasi Untuk Meningkatkan Literasi Sains Fisika Siswa Smp. EKSAKTA : Jurnal Penelitian Dan Pembelajaran MIPA, 9(2), 176–185. https://doi.org/10.31604/eksakta.v9i2.176%C3%A2%E2%82%AC%E2%80%9C185
Kelp, N. C., McCartney, M., Sarvary, M. A., Shaffer, J. F., & Wolyniak, M. J. (2023). Developing Science Literacy in Students and Society: Theory, Research, and Practice. Journal of Microbiology & Biology Education, 24(2), 1–4. https://doi.org/10.1128/jmbe.00058-23
Kemdikbud. (2023). Asesmen Nasional PUSAT. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kim, N. J., & Kim, M. K. (2022). Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing. Frontiers in Education, 7, 1–13. https://doi.org/10.3389/feduc.2022.755914
Kurniawati, R. P., Hadi, F. R., & Rulviana, V. (2018). Implementation of Interactive Multimedia Learning Based on Cognitive Load Theory in Grade 5 Students of Elementary School. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1), 688–696. https://doi.org/10.20961/shes.v1i1.23718
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 1–13. https://doi.org/10.1016/j.tate.2023.104464
Li, H., & Cheong, J. P. G. (2023). Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component. Frontiers in Public Health, 11, 1–10. https://doi.org/10.3389/fpubh.2023.1201228
Mayasari, I., Setyarini, M., & Diawati, C. (2023). Development of Interactive e-Worksheet to Improve Science Process Skills of Junior High School Students. Jurnal Pendidikan MIPA, 24(1), 321–329. https://doi.org/10.23960/jpmipa/v24i1.pp321-329
Moallemi, R. (2024). The relationship between differentiated instruction and learner levels of engagement at university. Journal of Research in Innovative Teaching and Learning, 17(1), 21–46. https://doi.org/10.1108/JRIT-07-2022-0041
Momani, M. A. K. Al, Alharahasheh, K. A., & Alqudah, M. (2023). Digital learning in Sciences education: A literature review. Cogent Education, 10(2), 1–19. https://doi.org/10.1080/2331186X.2023.2277007
Mulbar, U., Bernard, B., & Pesona, R. R. (2018). Penerapan Model Pembelajaran Berbasis Masalah dengan Strategi Pembelajaran Diferensiasi pada Peserta Didik Kelas VIII. Issues in Mathematics Education (IMED), 1(1), 1–6. Retrieved from http://download.garuda.kemdikbud.go.id/article.php?article=2437546&val=23312&title=Penerapan
Muttaqiin, A., Oktavia, R., Luthfi, Z. F., & Yulkifli. (2024). Developing an Augmented Reality-Assisted Worksheet to Support the Digital Science Practicum. European Journal of Educational Research, 13(2), 605–617. https://doi.org/10.12973/eu-jer.13.2.605
Nasution, E. S., Kasmawati, & Sarpin. (2025). Integration of Augmented Reality in Physics E-Module : Heat and Heat Transfer Study through Ulos Making for Enhancing Analytical Thinking. International Journal of Natural Science Studies and Development (IJOSS), 2(1), 148–160. https://doi.org/10.55299/ijoss.v2i1.22
Nasution, E. S., Nasution, F., Harahap, T. R., & Hasugian, A. (2024). Sosialisasi Pembelajaran Berdiferensiasi Materi IPA Terpadu Berbasis Budaya Batak Angkola Dalam Meningkatkan Kompetensi Guru. Jurnal Transformasi Pendidikan Indonesia (JTPI), 2(2), 173–178. Retrieved from https://jurnal.ypkpasid.org/index.php/jtpi/article/view/89
OECD. (2023). PISA 2022 Results The State of Learning and Equity in Education (1st ed., Vol. 1). OECD Publishing.
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183
Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education, 6, 1–11. https://doi.org/10.3389/feduc.2021.729027
Qalfin, M., Saptono, S., Ellianawati, E., & Novi Ratna Dewi. (2024). Effectiveness of Differentiated Digital Student Worksheets Based on Socio-Scientific Issues to Improve Students’ Science Literacy. Unnes Science Education Journal, 13(2), 86–93. https://doi.org/10.15294/usej.v13i2.10030
Safitri, N., Safriana, S., & Fadieny, N. (2023). Literatur Review: Model Pembelajaran Berdiferensiasi Meningkatkan Hasil Belajar Peserta Didik. Jurnal Pendidikan Dan Ilmu Fisika, 3(2), 246–255. https://doi.org/10.52434/jpif.v3i2.2811
Sarini, P., Widodo, W., Sutoyo, S., & Suardana, I. N. (2024). Scientific Literacy Profile of Prospective Science Teacher Students. IJORER : International Journal of Recent Educational Research, 5(4), 1026–1039. https://doi.org/10.46245/ijorer.v5i4.627
Sarwar, M. N., Shahzad, A., Ullah, Z., Raza, S., Wasti, S. H., Shrahili, M., Elbatal, I., Kulsoom, S., Qaisar, S., & Faizan Nazar, M. (2024). Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology. Frontiers in Education, 9(February), 1–14. https://doi.org/10.3389/feduc.2024.1339957
Sial, D. Z. A., Fatima, Z., & Fatima, D. S. Z. (2024). Addie Model of Instructional Effectiveness: Analyzing The Impact On Students Learning. Journal of Law & Social Studies, 6(1), 64–72. https://doi.org/10.52279/jlss.06.01.6472
Sjöström, J., & Eilks, I. (2018). Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung. In Cognition, metacognition, and culture in STEM education: Learning, teaching and assessment (pp. 65–88). https://doi.org/10.1007/978-3-319-66659-4_4
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10, 1–23. https://doi.org/10.3389/fpsyg.2019.02366
Stephens, C. G., Antwi, S. H., & Linnane, S. (2025). Universal Design for Learning (UDL): a framework for re-design of an Environmental Education (EE) outreach program for a more inclusive and impactful Science Festival event. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00660-x
Sulistiani, Suyatna, A., & Rosidin, U. (2024). Pembelajaran Berdiferensiasi Berbantuan LKPD Bermuatan STEM pada Materi Energi Alternatif untuk Meningkatkan Keterampilan Proses Sains dan Creative Problem Solving. Jurnal Penelitian Pendidikan IPA, 10(1), 385–395. https://doi.org/10.29303/jppipa.v10i1.5253
Sun, X., & Xiao, J. (2021). Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): A bibliometric analysis. Educational Technology Research and Development, 69(4), 1733–1758. https://doi.org/10.1007/s11423-021-10018-6
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. shyang. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(14), 1–17. https://doi.org/10.1186/s40594-022-00329-z
Wijaya, L. K. L., & Isdaryanti, B. (2025). Development of Interactive Digital Comic Media: “My Region and Its Natural Resources” with a Differentiated Approach. Jurnal Penelitian Pendidikan IPA, 11(5), 107–115. https://doi.org/10.29303/jppipa.v11i5.10547
Yli-Panula, E., Jeronen, E., Lemmetty, P., & Pauna, A. (2018). Teaching methods in biology promoting biodiversity education. Sustainability (Switzerland), 10(3812), 1–18. https://doi.org/10.3390/su10103812
License
Copyright (c) 2025 Kasmawati, Eni Sumanti Nasution, Fauziah Nasution
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
