IMPLEMENTASI DIFFERENTIATED LEARNING DALAM MENGAKOMODASI GAYA BELAJAR SISWA PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Abstract

The diversity of students' learning styles is one of the main challenges in Islamic Religious Education (PAI) instruction, since uniform teaching methods often fail to accommodate students who differ in readiness, interest, and preferred ways of processing information. This study examines how differentiated learning is planned and implemented to accommodate the diversity of learning styles among Grade XII students in the PAI subject at SMK Darussalam Kejayan, and identifies the supporting and inhibiting factors involved in that implementation. The research questions addressed are: (1) how is differentiated learning planned, (2) how is it implemented, and (3) what factors support or hinder its implementation. This research used a descriptive qualitative approach, with data collected through non-participant observation, semi-structured in-depth interviews, and documentation, involving the PAI teacher, the vice-principal for curriculum affairs, and Grade XII students as informants. Data were analyzed using the Miles and Huberman interactive model comprising data reduction, data display, and conclusion drawing, and verified through source and technique triangulation. The findings show that: (1) planning was carried out through diagnostic assessment, mapping of students' visual, auditory, and kinesthetic learning tendencies, and the preparation of flexible teaching modules, tiered worksheets, and varied media; (2) implementation combined lecture, discussion, group work, question-and-answer, simulation, and hands-on practice, together with differentiated products such as voice recordings, short videos, and written essays, making learning more interactive and student-centered; and (3) supporting factors included adequate school facilities, curriculum policy, a religious school environment, and teacher creativity, while inhibiting factors included limited instructional time, relatively large class size, teachers' administrative workload, uneven student ability, and occasionally unconducive classroom conditions.