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All Journal Linguanusa : Social Humanities, Education and Linguistic
Eva Latipah nusa
UIN Sunan Kalijaga Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mapping of Developmental Stages in Graduate Learning Outcomes in the Islamic Religious Education Curriculum Uci Rahmadini; Eva Latipah nusa
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 2 (2025): Linguanusa : August 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i2.117

Abstract

Introduction to The Problem: The development of Graduate Learning Outcomes (CPL) in the Islamic Religious Education (PAI) curriculum often focuses more on academic competency than on their suitability to the developmental stage of students, even though students' cognitive, emotional, social, moral, and spiritual development influence their ability to understand and practice Islamic values. Purpose: This article aims to map the developmental stages of students in the CPL of the PAI curriculum and analyze its implications for curriculum development and learning. Design/methods/approach: The study used a qualitative approach with library research methods. Data were obtained through analysis of various scientific literature discussing the PAI curriculum, learning outcomes, and student developmental psychology, which were then examined using content analysis. Findings: The results indicate that CPL in the PAI curriculum needs to be formulated in stages according to the developmental characteristics of students at each level of education. In primary education, CPL is directed at establishing a foundation of faith, cultivating habits of worship, and strengthening morals through concrete experiences. In secondary education, CPL focuses on developing religious identity, critical thinking skills, social responsibility, and the ability to face the challenges of modern life based on Islamic values. These findings suggest that developmental stage mapping can serve as a basis for designing a more adaptive, humanistic, and learner-centered curriculum. Research limitations/implications: This research is limited to the use of library sources without empirical field testing. Practical implications: This study provides a conceptual contribution to the development of a developmental psychology-based Islamic Religious Education curriculum and serves as a reference for curriculum designers and educators in formulating a CPL that aligns with learner characteristics.
Inclusive Islamic Education (PAI) Learning Based on Developmental Differentiation: Strategies for Slow Learners and Gifted Learners Zulfa Uswatun Hasanah; Eva Latipah nusa
Linguanusa : Social Humanities, Education and Linguistic Vol. 4 No. 1 (2026): Linguanusa : April 2026
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v4i1.118

Abstract

Introduction to the Problem: The increasing diversity of students’ developmental characteristics presents challenges for implementing inclusive Islamic Education (PAI), particularly in addressing the learning needs of slow learners and gifted learners. Purpose: This study aims to analyze the developmental characteristics of both groups from a developmental psychology perspective and to formulate a conceptual framework for inclusive PAI based on differentiated instruction. Design/Methods/Approach: Using a qualitative library research design, data were collected from academic books, scholarly journal articles, and relevant educational policy documents and analyzed through content analysis. Findings: The findings indicate that slow learners and gifted learners demonstrate distinct cognitive, social, and learning characteristics that require different instructional responses. These differences underline the importance of differentiated instruction throughadjustments to learning content, processes, and products. The study proposes a conceptual frameworkconsisting of developmental assessment, learning-needs mapping, differentiated instruction, and an inclusivelearning environment as interconnected components in inclusive PAI. Originality/Value: As a conceptualstudy, the proposed framework requires further empirical validation. This study contributes to theintegration of developmental psychology and inclusive pedagogy in PAI and provides a foundation fordeveloping learning practices that are more responsive to students’ developmental diversity.
Co-Authors Uci Rahmadini Zulfa Uswatun Hasanah