Application of Differentiated Learning in The PAI Subjects at MTs in East Belitung Regency

Abstract

This research aims to (1) examine the application of differentiated learning in PAI (Islamic Religious Education) subjects at MTs (Islamic junior high schools) in East Belitung Regency, (2) explore strategies for implementing differentiated learning in these subjects, and (3) evaluate the impact of this implementation in MTs within the East Belitung Regency. A qualitative approach, utilizing field research methods, was employed in this study. Both primary and secondary data sources were used, with data collection techniques comprising observation, interviews, and documentation. The data were analyzed through a process of reduction, presentation, verification, and conclusion, with measures to ensure data validity.

The findings of this study reveal that: (1) The application of differentiated learning in PAI subjects at MTs in East Belitung Regency has shown substantial progress, implemented in three stages: initial (designing, facilitating, and motivating learning), execution (diagnostic assessment, curriculum analysis, and differentiation of content, process, product, and learning environment), and evaluation (conclusion and reflection). (2) The strategies for implementing differentiated learning at MTs are categorized into those for school principals—focused on enhancing teacher competence, improving infrastructure, fostering collaboration, and supervising instruction—and those for teachers, addressing differentiation in content, process, product, and learning environment. Both have been effectively executed. (3) The implementation of differentiated learning has yielded positive outcomes for both students and teachers. Students reported increased motivation, greater enjoyment in lessons, and improved comprehension, while teachers experienced a closer relationship with students, heightened satisfaction, and a drive to further develop their competencies and creativity in teaching