The Effect of Ethnopedagogy-Based IPAS Learning Resources for Banjar Culture on Elementary School Students' Activeness in Differentiated Learning

Student activeness in differentiated learning at SDN Berangas Barat 2 is not optimal. This can be seen from the low level of: student understanding, intensity of cooperation, discipline, ability to express opinions, and easy loss of focus when learning. The reason lies in the limited use of learning resources related to students' culture. For this reason, ethnopedagogy as an approach is believed to be able to package culture as a learning resource. This study aims to describe the effect of ethnopedagogy-based IPAS learning resources on student activeness in differentiated learning. Using a quasi-experiment with a control group design research design, 46 grade VI students at SDN Berangas Barat 2, consisting of: 23 students from class VI A as the experimental class, and 23 students from class VI B as the control class were observed using the student activeness observation instrument sheet. The data obtained was then analysed using SPSS 27 to conduct hypothesis test analysis using Sig (2-tailed) reference which is <0.05. Where the test results show Sig (2-tailed) of <0.001. So it can be concluded that the use of learning resources based on Banjar cultural ethnopedagogy has an effect on student activeness in differentiated learning in elementary schools.