Differentiated social studies based on hypermedia e-modules to foster sustainable social attitudes of elementary students

Yuyun Dwi Haryanti Haryanti; Mohamad Syarif Sumantri; Hamdan Tri Atmaja; Sapriya; I Gusti Agung Ayu Wulandari; Seah Siok Peh; Rina Nengsih; Rahma Halipah

doi:10.33578/jpfkip.v15i2.494-506

Authors

Yuyun Dwi Haryanti Haryanti Universitas Majalengka, Majalengka, Indonesia Author
Mohamad Syarif Sumantri Universitas Negeri Jakarta, Jakarta, Indonesia Author
Hamdan Tri Atmaja Universitas Negeri Semarang, Semarang, Indonesia Author
Sapriya Universitas Pendidikan Indonesia, Bandung, Indonesia Author
I Gusti Agung Ayu Wulandari Universitas Pendidikan Ganesha, Bali, Indonesia Author
Seah Siok Peh Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia Author
Rina Nengsih Universitas Majalengka, Majalengka, Indonesia Author
Rahma Halipah Universitas Majalengka, Majalengka, Indonesia Author

DOI:

https://doi.org/10.33578/jpfkip.v15i2.494-506

Keywords:

differentiated learning, elementary school, hypermedia e-modules, social studies, sustainable social attitudes

Abstract

The present study examines the effect of differentiated social studies supported by hypermedia e-modules on the development of sustainable social attitudes among elementary students. A quasi-experimental design with a pre-test–post-test control group is employed. The participants were 60 fifth-grade students from an elementary school in Majalengka, Indonesia. They were selected using total sampling and divided into an experimental group (n = 30) and a control group (n = 30). The experimental group receives differentiated social studies instruction supported by hypermedia e-modules, while the control group receives instruction using conventional textbooks. Data were collected using a 10-item sustainable social attitudes questionnaire that measures empathy, social responsibility, cooperation, tolerance, environmental concern, and social awareness. The instrument demonstrates acceptable validity and reliability (Cronbach’s α = 0.744). Data were analyzed using descriptive statistics and an independent samples t-test. The results indicate that the experimental group obtained higher post-test scores (M = 85.60, SD = 8.66) than the control group (M = 80.90, SD = 9.11), with a statistically significant difference, t(58) = 2.05, p = 0.045, and a moderate effect size (Cohen’s d = 0.53). These findings imply that integrating hypermedia e-modules within differentiated social studies instruction can support the development of sustainable social attitudes among elementary students. The study contributes to the growing body of research on technology-supported differentiated learning in elementary social studies, although further research with larger samples and longer interventions is recommended.

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