Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka Melalui Integrasi pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Negeri 6 Kota Lhokseumawe

Abstract

The application of differentiated instruction is a pedagogical process that enables students to learn in accordance with their individual preferences, abilities, and needs. However, in practice, many teachers continue to apply uniform teaching strategies without considering the heterogeneity of their students, resulting in unmet learning needs. This study aims to (1) describe the strategy for implementing the Merdeka Curriculum through differentiated instruction in Islamic Religious Education subjects at State Elementary School 6 Muara Dua, and (2) identify the challenges teachers face in applying differentiated instruction. Employing a qualitative field research approach, data were collected through interviews, observations, and documentation. The data analysis involved data reduction, presentation, and verification. The results indicate that the implementation strategies include project-based learning, teacher training, differentiated instruction practices, formative and summative assessments, the use of educational technology, competency and character-based instruction, and collaboration with parents and communities. However, teachers face challenges such as accommodating diverse student abilities, time constraints for planning and classroom management, limited resources, difficulty in designing flexible instructional modules, lack of professional development, challenges in student assessment, and insufficient parental involvement. These findings highlight the complexity and potential of differentiated instruction within the Merdeka Curriculum framework.