Implementation of a Differentiated Instruction Approach to Improve Student Learning Outcomes in Islamic Religious Education at Al-Ikhlas Klampar Junior High School, Proppo, Pamekasan

Moh Ramadhani; Moh. Afiful Hair; Atnawi Atnawi

doi:10.63922/ijevss.v5i03.5218

Moh Ramadhani Madura Islamic University, Indonesia
Moh. Afiful Hair Madura Islamic University, Indonesia
Atnawi Atnawi Madura Islamic University, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5218

Keywords: Learning Outcomes, Merdeka Curriculum, Differentiated Instruction, Religious Education

Abstract

Disparities in learning outcomes in Islamic Religious Education (PAI) often stem from a traditional teaching approach that treats all students as if they have the same abilities. This qualitative case study aims to provide an in-depth analysis of how a differentiated instruction approach is implemented to boost student engagement and learning outcomes at Al-Ikhlas Junior High School in Klampar, Pamekasan. Through field data collection techniques such as observation and interviews, it was found that teachers integrated differentiation through three main phases: mapping initial characteristics, varying instructional activities through small-group guidance, and performance-based assessment. The results of the observations demonstrate that this strategy is effective in fostering an inclusive classroom climate, encouraging students to express their opinions, and cultivating intrinsic motivation. Nevertheless, tangible obstacles—such as limitations in teachers’ time management and school facilities—remain intertwined challenges in the field. Overall, this differentiation model successfully embodies the essence of student-centered learning.

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