Implementation of Differentiated Learning in PAI Subjects: Optimizing Kurikulum Merdeka in Inclusive Classrooms

Abstract

This study aims to analyze in depth and practically the planning, implementation, and evaluation of differentiated learning in Islamic Religious Education (Pendidikan Agama Islam) subjects in inclusive classrooms, as well as to identify the supporting and inhibiting factors faced by teachers. Using a qualitative descriptive approach with a case study method, this research was conducted at SMP Swasta An-Nisa Sunggal, Jalan Kemiri No. 62/64. Data were collected through classroom observation techniques, in-depth interviews with PAI teachers, the school principal, as well as regular and special needs students, supplemented by the documentation of Alur Tujuan Pembelajaran and Modul Ajar. Data analysis was performed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing, with its validity tested using technical and source triangulation. The results showed that the PAI teacher initiated the learning cycle by conducting initial cognitive and non-cognitive diagnostic assessments to map students' learning readiness, interests, and learning style profiles. At the implementation stage, the teacher successfully integrated the three pillars of differentiation consistently, namely content differentiation through the provision of text-based materials, prophet story audios, animated videos, and physical props; process differentiation through small group discussions, peer tutoring methods, and periodic individual assistance (scaffolding); and product differentiation by providing flexible and adaptive freedom to demonstrate religious understanding according to human intellectual capacity (‘ala qadri ‘uqulihim). Despite facing obstacles in the form of limited time for instrument preparation and uneven training in inclusive pedagogy for religious teachers, the presence of structural policy support from the school principal became a crucial supporting factor. This study concludes that differentiated learning in PAI subjects is proven effective in increasing student engagement and substantial understanding in inclusive classrooms equitably without any child feeling marginalized.