Differentiated Learning Design in Islamic Early Childhood Education from an Islamic Education Perspective

Abstract

This study aims to develop a differentiated learning design for Islamic Early Childhood
Education (PIAUD) from an Islamic educational perspective. This research employs a
qualitative approach using a library research method. Data were collected through
documentation from various primary and secondary sources, including educational regulations,
learning theory literature, and Islamic education studies. The data were then analyzed using the
Miles, Huberman, and Saldaña model through the stages of data condensation, data display,
and conclusion drawing.
The findings show that differentiated learning in PIAUD is a relevant approach to accommodate
the diversity of early childhood learners who differ in learning readiness, interests, language
abilities, and social backgrounds. The learning design can be implemented through
differentiation of content, process, product, and learning environment while remaining
integrated with Islamic values such as tawhid, worship, moral values, and adab (Islamic
etiquette). From an Islamic educational perspective, this approach aligns with the principles of
fitrah (innate nature), rahmah (mercy), and exemplary modeling, and is further supported by
Vygotsky’s Zone of Proximal Development theory and the Developmentally Appropriate
Practice (DAP) framework by NAEYC.
In conclusion, differentiated learning in PIAUD can serve as an inclusive, adaptive, and
Islamic-value-based instructional strategy in shaping early childhood character that is faithful,
moral, and well-mannered.