The Effect of Differentiated Learning on Students’ Learning Outcomes in Islamic Religious Education at Senior High Schools
DOI:
https://doi.org/10.31958/jies.v5i1.16654Keywords:
Islamic Religious Education, Differentiated Instruction, Learning OutcomesAbstract
This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.
References
Alfina, M., Hidayat, S., & Taufik, M. (2024). Analisis Penerapan Pembelajaran Berdiferensiasi Untuk Meningkatkan Kompetensi Sosial Dan Emosional. Jurnal Ilmiah Pendidikan Citra Bakti, 11(4), 1140–1149. https://doi.org/10.38048/jipcb.v11i4.4193
Alfiyanto, A., & Hidayati, F. (2022). Tenaga Pendidik dan Literasi Digital: Tantangan Pembelajaran Di Era Industri 4.0. Ikhtisar: Jurnal Pengetahuan Islam. http://ojs.iaisumbar.ac.id/index.php/ikhtisar/article/view/45
Alfiyanto, A., Pranajaya, S. A., Ikhwan, M., Gumilang, R. M., Ghazali, M., & Hidayati, F. (2024). Towards Transformative Islamic Education: Reflections and Projections on the Direction of Islamic Education. Jurnal Ulul Albab, 28(2), 88. https://doi.org/10.31764/jua.v28i2.23767
Aniah, S., Darmayanti, N., & Arsyad, J. (2023). Pengaruh Minat Dan Gaya Belajar Terhadap Kemampuan Menghafal Alquran Siswa Program Tahfizh. Munaddhomah Jurnal Manajemen Pendidikan Islam, 4(3), 634–644. https://doi.org/10.31538/munaddhomah.v4i3.465
Badriyah, L. R. A. B. Al, Pramono, W. G. P., & Prafitasari, A. N. (2023). Penerapan Problem Based Learning Berbasis Pembelajaran Berdiferensiasi Untuk Meningkatkan Minat Belajar Siswa Kelas X Di SMAN 1 Kencong. Pandalungan Jurnal Penelitian Pendidikan Bimbingan Konseling Dan Multikultural, 1(2), 171–177. https://doi.org/10.31537/pandalungan.v1i2.1173
Dewi, R. (2023). Strategi Guru Pendidikan Agama Islam Dalam Mengembangkan Public Speaking Pada Peserta Didik. Edugama Jurnal Kependidikan Dan Sosial Keagamaan, 9(2), 101–115. https://doi.org/10.32923/edugama.v9i2.3220
Ernawati, E., Ramli, A., & Hasan, M. T. A. (2023). Implementasi PAI Dalam Membentuk Karakter Peserta Didik Di Era Society. Borneo Journal of Islamic Education, 3(1), 31–41. https://doi.org/10.21093/bjie.v3i1.6260
Fithriani, R., Hz, B. I. R., & Kurniati, E. (2023). Scholars in the Making: Unravelling the Publication Quest Through a Community of Writing Practice. Ijee (Indonesian Journal of English Education), 221–238. https://doi.org/10.15408/ijee.v10i1.31457
Ghani, A., Ribahan, R., & Nasri, U. (2023). Paradigma Diferensiasi Dalam Implementasi Kurikulum Merdeka: Konteks Pembelajaran Pendidikan Agama Islam Di Sekolah Dan Madrasah. El-Hikmah Jurnal Kajian Dan Penelitian Pendidikan Islam, 17(2), 169–179. https://doi.org/10.20414/elhikmah.v17i2.8867
Gultom, N., & Lubis, S. (2024). Implementasi Pendidikan Agama Islam Berbasis Multikultural Pada Siswa Kelas XI SMA Abdi Negara Binjai. Jurnal Pendidikan Dan Kewirausahaan, 12(1), 409–421. https://doi.org/10.47668/pkwu.v12i1.1160
Haelermans, C. (2022). The Effects of Group differentiation by students’ learning strategies. Instructional Science, 50. https://doi.org/https://doi.org/10.1007/s11251-021-09575-0
Hair, M. A., & Wahyuni, S. (2023). Desain Pendidikan Agama Islam Multikultural Di Pondok Pesantren Ziyadatut Taqwa Pamekasan. Al-Ulum Jurnal Pemikiran Dan Penelitian Ke Islaman, 10(4), 394–403. https://doi.org/10.31102/alulum.10.4.2023.394-403
Handa, M. C. (2020). Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities. Journal of Advanced Academics, 31(4). https://doi.org/https://doi.org/10.1177/1932202X20931457
Hasanah, N. (2022). Manajemen Pendidik dan Tenaga Kependidikan untuk Sekolah. Seri Publikasi Pembelajaran, 1(1), 287–299.
Hati, S. T. (2023). Poda Na Lima As a Learning Model For Independent Learning Curriculum. Edumaspul: Jurnal Pendidikan. https://ummaspul.e-journal.id/maspuljr/article/view/7119
Huda, A. A. S., & Nurhuda, A. (2023). Asesmen Diagnostik Non-Kognitif Gaya Belajar Siswa SMP Kelas 7 Di Lembang, Indonesia. Nusant. J. Behav. And. Soc. Sci, 2(3), 55–60. https://doi.org/10.47679/202331
Irfan, A., Karimah, U., Basit, A., & Taufiqurrahman, H. (2023). Program Pesantren Ramadhan Untuk Meningkatkan Pemahaman Agama Islam Bagi Anak Sekolah Dasar. Khidmatuna Jurnal Pengabdian Kepada Masyarakat, 4(1), 74–86. https://doi.org/10.51339/khidmatuna.v4i1.880
Kemendikbudristek. (2022). Buku Panduan Implementasi Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Minangkabau, L., Putriyani, S., Djafar, S., & Nurdin, N. (2024). Literature Review: Pembelajaran Berdiferensiasi Untuk Meningkatkan Kemampuan Berpikir Kritis Matematika. Kognitif Jurnal Riset Hots Pendidikan Matematika, 4(2). https://doi.org/10.51574/kognitif.v4i2.1961
Pasaribu, M. (2024). Pengaruh Pembelajaran Berdiferensiasi Dalam Seni Tari Terhadap Motivasi Dan Keterlibatan Siswa Di Sekolah Menengah Pertama. Jurnal Didaktika Pendidikan Dasar, 8(1), 285–304. https://doi.org/10.26811/didaktika.v8i1.1327
Puspitasari, N., Relistian. R, L., & Yusuf, R. (2022). PERAN PENDIDIKAN AGAMA ISLAM TERHADAP PEMBENTUKAN KARAKTER RELIGIUS PESERTA DIDIK. Atta’dib Jurnal Pendidikan Agama Islam. https://doi.org/10.30863/attadib.v3i1.2565
Rahman, M., Santoso, R., Fazalani, R., & Alfiyanto, A. (2023). Learning Strategies for the Merdeka Belajar Curriculum in the Era of Society 5.0 for Out-of-School Education Students of Gorontalo State University. Community Development Journal, 4(2), 5475–5478.
Rahmawati, T. D. (2021). The Concept of Professional Learning Community by Teacher Group in Developing Religious Work Culture at LPIT Nurul Fikri Juwana. Quality, 9(1), 137. https://doi.org/10.21043/quality.v9i1.10010
Rohmaniyah, A., Untari, M. F. A., & Kurniasari, N. (2024). Penerapan Pembelajaran Berdiferensiasi Dalam Peningkatan Hasil Belajar IPAS Kelas 5 SDN Sawah Besar 01 Semarang. Journal on Education, 6(4), 19883–19894. https://doi.org/10.31004/joe.v6i4.6009
Salsabila, S., Radhiana, R., Juwita, J., Juwita, J., & Mauliza, P. (2022). Challenges of the Resource-Based View Approach in Improving Business Organizational Performance. Proceedings of International Conference on Multidiciplinary Research. https://doi.org/10.32672/pic-mr.v5i2.5416
Satariyah, S., & Nandar, N. (2022). Urgensi Kompetensi Leadership Guru Pendidikan Agama Islam Dalam Menanamkan Kedisiplinan Peserta Didik. Arfannur, 3(1), 1–10. https://doi.org/10.24260/arfannur.v3i1.632
Siswanto, D., Wahyuni, S., Umiyati, S., Azhar, A. W., & ... (2023). Evaluasi Pelaksanaan Kebijakan Kurikulum Merdeka Belajar Dalam Rangka Peningkatan Hasil Belajar. Publiciana. https://journal.unita.ac.id/index.php/publiciana/article/view/734
Suryati, I., Ratih, K., & Maryadi. (2024). How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms. Voices of English Language Education Society, 8(1). https://doi.org/https://doi.org/10.29408/veles.v8i1.24451
Susanti, Y., Guntur, M., Jaya, R., Rais, R., Alfiyanto, A., & Hidayati, F. (2022). Pengorganisasian Kelas dalam Pembelajaran Daring Masa Pandemi di MI. At-Tafkir, 15(1), 82–97. https://doi.org/10.32505/at.v15i1.4352
Tang, M., Rahmati, D., & Mubarok, M. (2024). Fungsi Guru Dalam Implementasi Kurikulum Pendidikan Agama Islam Multikultural Di Sekolah Menengah Atas Islam Terpadu Ar-Rahmah Makassar. LEARNING : Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 4(2), 165–173. https://doi.org/10.51878/learning.v4i2.2827
Tirtawati, N. L. R. (2024). Proses Pembelajaran Berdiferensiasi Untuk Meningkatkan Keterampilan Berfikir Kritis Dan Hasil Belajar Siswa SMA. Journal of Education Action Research, 8(1), 51–62. https://doi.org/10.23887/jear.v8i1.73936
Tomlinson, B. (2023). Developing materials for language teaching. Bloomsbury Publishing. https://books.google.co.id/books?id=aZG_EAAAQBAJ
Wahyudi, D., Alfiyanto, A., Mailizar, M., Jannah, M., & Badaruddin, M. (2024). Sosial Media dan Pembelajaran Kolaboratif dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti. Tarbawiyah : Jurnal Ilmiah Pendidikan, 8(1), 70. https://doi.org/10.32332/tarbawiyah.v8i1.8084
Yasin, A., & Rahmadian, M. I. (2024). Strategi Pendidikan Agama Islam dalam Menghadapi Tantangan Pluralisme Agama di Masyarakat Multikultural. Aksiologi : Jurnal Pendidikan Dan Ilmu Sosial. https://doi.org/10.47134/aksiologi.v5i1.208
Yulaichah, S., Mariana, N., & Puspita, A. M. I. (2024). Implementasi Pembelajaran Berdiferensiasi Dalam Membangun Budaya Kelas Di Sekolah Anuban Khon Kaen, Thailand. Jiip - Jurnal Ilmiah Ilmu Pendidikan, 7(3), 2319–2330. https://doi.org/10.54371/jiip.v7i3.3644
Zhong, L. (2023). A systematic review of personalized learning in higher education: learning content structure, learning materials sequence, and learning readiness support. Interactive Learning Environments, 31(10). https://doi.org/10.1080/10494820.2022.2061006
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sania Ivahna Nurmanita, Pahrurroji, Reksiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with?áJournal of Islamic Education Students?áagree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a?áCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License?á(CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See?áThe Effect of Open Access).
