Asnawi, Ary Kiswanto Kenedi, Tengku Muhammad Sahudra, Dini Ramadhani, Ronald Fransyaigu, Asna Mardin, Arwin
The low level of nationality awareness among primary school students, which resulted from inadequate learning, served as the research basis. A learning model was developed to facilitate this, namely the ethnosocial-based differentiated digital learning model. However, the previous learning model was not contextual, did not involve students, did not consider the students' preferred learning methods, and did not connect the technology-based learning process. Although the ethnosocial-based differentiated digital learning approach has been deemed valid, further research was required to ascertain its impact on students' nationalistic insight. This research aimed to determine how elementary students' nationalistic insight was impacted by an ethnosocial-based differentiated digital learning model. Six hundred students participated in this quasi-experimental research. Test questions were utilized to assess their level of nationalistic insight. The normality, homogeneity, paired sample t-test, effect size, and independent sample t-tests were performed on the test results. The findings indicated that the ethnosocial-based differentiated digital learning model impacted elementary school students' nationalistic insight. Comparing students who learned conventionally with those who used the ethnosocial-based differentiated digital learning model, the former showed a higher value of nationalistic insight. The findings of this study have value for how academics might help elementary school students develop their nationalistic insight. © 2025 the author(s), published by De Gruyter.
Department of Primary School Teacher Education, Universitas Samudra, Langsa, Indonesia; Public Elementary School 19 Paninjauan, Tanah Datar Regency Government, Tanah Datar, Indonesia; Department of Primary School Teacher Education, Universitas Negeri Padang, Padang, Indonesia
