Treffer: The effectiveness of differentiated Problem-Based Learning (PBL) biology learning modules to improve student learning outcomes.

This study aims to analyze the effectiveness of utilizing a differentiated biology learning module based on Problem Based Learning (PBL) on students’ learning outcomes. The study employed an experimental method with a pretest–posttest control group design. The research sample consisted of 68 eleventh-grade students from a senior high school in Indonesia, divided into control class (n=34) and experimental class (n=34). The instrument in the form of essay questions had passed validity, reliability, discrimination index, difficulty level testing, and fulfilled analysis prerequisites including normality and homogeneity. The results showed that 5 items were valid (r > 0.254) and reliable (α = 0.804). The learning outcomes data were normally distributed (sig = 0.195 > 0.05) and homogeneous (sig = 0.661 > 0.01), indicating that the data were suitable for further analysis. The improvement of students’ learning outcomes was measured using the N-Gain test. The experimental class obtained a mean N-Gain of 0.63, higher than the control class which obtained 0.51, both categorized as medium improvements. The module effectiveness test results showed a mean pretest score of 74 and posttest of 89, with an N-Gain of 0.62 (medium category), where 32% of students were in the highly significant improvement category and 67% were significant, indicating that the module was highly effective in improving learning outcomes. Based on learning styles, the highest improvement was found in kinesthetic learners (N-Gain = 0.69), followed by visual (0.64), and auditory learners (0.46), all within medium improvement criteria. This study concludes that the utilization of a differentiated biology learning module based on PBL effectively improves students’ learning outcomes, particularly for students with visual and kinesthetic learning preferences. The study recommends the implementation of differentiated modules as a responsive learning innovation to accommodate diverse student learning characteristics. [ABSTRACT FROM AUTHOR]

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