Evaluation Of Differentiated Learning In Islamic Religious Education Subjects At SDN 03 Danger

Zohdi Halil; Suhirman; Saparudin; Abdul Fattah; Emawati

doi:10.63922/ijevss.v5i02.3405

Zohdi Halil Master Of Islamic Religious Education Postgraduate Study Program State Islamic University Of Mataram
Suhirman Master Of Islamic Religious Education Postgraduate Study Program State Islamic University Of Mataram
Saparudin Master Of Islamic Religious Education Postgraduate Study Program State Islamic University Of Mataram
Abdul Fattah Master Of Islamic Religious Education Postgraduate Study Program State Islamic University Of Mataram
Emawati Master Of Islamic Religious Education Postgraduate Study Program State Islamic University Of Mataram

DOI: https://doi.org/10.63922/ijevss.v5i02.3405

Keywords: Evaluation, Differentiated Learning, Islamic Religious Education, SDN 03 Danger.

Abstract

This study aims to evaluate the implementation of differentiated learning in Islamic Religious Education (PAI) at SDN 03 Danger. Differentiated learning is understood as a teaching approach that adapts learning content, processes, and products to students' readiness, interests, and learning styles. This concept was developed by Carol Ann Tomlinson (2001) and is a core strategy in the Independent Curriculum, which emphasizes student-centered learning. This study used descriptive qualitative methods with observation, interview, and documentation techniques to obtain contextual data. The results showed that PAI teachers had conducted an initial diagnosis to map students' learning profiles (visual, auditory, kinesthetic) and grouped them based on their level of learning readiness. The implementation of differentiated learning was carried out through content differentiation with graded worksheets, process differentiation with group discussions and peer tutoring, and product differentiation through visual works, oral tests, and worship practices. Evaluation was carried out comprehensively with diagnostic, formative, and summative assessments tailored to students' learning styles. This evaluation covered the cognitive, affective, and psychomotor domains, providing a comprehensive picture of student development. Supporting factors for the implementation of differentiation include teacher competence, principal support, and student enthusiasm. Inhibiting factors include limited infrastructure, lengthy preparation times, and a limited number of Islamic Religious Education (PAI) teachers. Overall, differentiated learning in Islamic Religious Education (PAI) at SDN 03 Danger has proven effective in increasing student motivation, participation, and understanding, despite still facing technical and resource challenges.

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