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All Journal JURNAL PENDIDIKAN DASAR TARBIYA : Journal Education in Muslim Society JPK (Jurnal Pancasila dan Kewarganegaraan) Pendas : Jurnah Ilmiah Pendidikan Dasar Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal on Education COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan International Journal of Educational Research and Social Sciences (IJERSC) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya FARABI: Jurnal Matematika dan Pendidikan Matematika Journal of Social Responsibility Projects by Higher Education Forum MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran An-Nahdlah: Jurnal Pendidikan Islam Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Journal Of Human And Education (JAHE) Journal Research in Islamic Education Journal Evidence Of Law PEDAGOGI: Jurnal Ilmiah Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Tsaqofah: Jurnal Penelitian Guru Indonesia MASALIQ: Jurnal Pendidikan dan Sains Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat Bangsa International Journal of Multidisciplinary Approach Research and Science Journal of Modern Islamic Studies and Civilization Journal of Progressive Law and Legal Studies Journal of Education Method and Learning Strategy Socius: Social Sciences Research Journal Jurnal Riset Multidisiplin dan Inovasi Teknologi Enigma in Education Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Journal of Innovative and Creativity kawanad Jurnal Ikhtibar Nusantara Journal of Elementary School EDUTREND: Journal of Emerging Issues and Trends in Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran MADAKO ELEMENTARY SCHOOL
OKTA ROSFIANI
Universitas Muhammadiyah Jakarta, Indonesia
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Pembelajaran kooperatif jigsaw: sebuah peningkatan hasil belajar siswa kelas V untuk mencapai tujuan pembelajaran matematika Rosfiani, Okta; Saiidah, Rihlah; Atmaja, Julia Vikri Dwi; Komala, Vivi; Hakim, Muhammad Roby; Ridho, Muhammad
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 3 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i3.26449

Abstract

Learning is an effort to teach students to understand how students want to learn and gain experience. The effectiveness of the learning model affects student learning outcomes. In small groups, you have the opportunity to exchange ideas, express opinions, and contribute to the development of shared understanding. The case study was conducted at SDS Islam An Nuriyah school using mixed methods. The author hopes to contribute to the development of a more effective learning model for fraction material, especially for elementary school students, and can improve student learning outcomes in mathematics learning. At the pre-cycle stage, the data showed that out of 35 students, only 17 students (48.6%) reached the Minimum Completion Criteria (KKM) of 70, while 18 students (51.4%) had not reached the KKM. This shows that there are problems in the learning process that need to be improved so that students are more active and learning outcomes improve. It can be concluded that the jigsaw cooperative learning model can improve student learning outcomes on fraction material in class V of SDS Islam An Nuriyah Jagakarsa in the 2017-2018 school year.
Strategi Guru dalam Meningkatkan Mutu Pembelajaran PAI melalui Pemanfaatan Teknologi Okta Rosfiani; Cecep Maman Hermawan; Devanita Novia Ardana; Hizrian Nugraha; Denis Ramadhan; Rihadatu Alifia
ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Vol. 5 No. 2 (2025): JUNI:ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/enggang.v5i2.22183

Abstract

This qualitative phenomenological study aims to explore strategies, supporting-inhibiting factors, and the impact of technology utilization by Islamic Religious Education (PAI) teachers in improving the quality of learning. Data were collected through in-depth interviews with selected PAI teachers and grade 8 students, participant observation of learning, and document analysis (RPP, digital content), the data was then analyzed using thematic analysis. The main supporting factors include the development of Technological Pedagogical Content Knowledge (TPACK) through the PAI Subject Teacher Deliberation (MGMP) and school policy support, while crucial obstacles include infrastructure gaps, student resistance, and ethical dilemmas in the use of AI. The use of technology has a holistic impact on the quality of learning 1) Increased student participation (40%) and critical engagement; 2) Strengthening cognitive understanding (+35% digital ethics analysis) and character (noble morals) (Mulyasa, 2021). This study contributes theoretically through the development of an Islamic values-integrated TPACK model and practically in the form of strategy recommendations for teachers, Islamic Education-specific TPACK training policies for teachers, and the development of sharia-compliant educational applications. The main conclusion confirms that the effectiveness of technology in Islamic Education depends on creative adaptations that synergize pedagogy, Islamic content, and socio-technical contexts.
METODE DEMONSTRASI DALAM PEMBELAJARAN PAI UNTUK MEMOTIVASI DAN MEMBERIKAN PEMBELAJARAN YANG BERMAKNA Rosfiani, Okta; Maulana, Rijal; ‘Azzah Amirah, Liza; Fauzi, Muhammad Akmal; Sofiyah, Sofiyah
Pedagogi: Jurnal Ilmiah Pendidikan Vol 11 No 2 (2025): Pedagogi: Jurnal Ilmiah Pendidikan
Publisher : FKIP Universitas Al Washliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v11i2.1171

Abstract

This qualitative study seeks to evaluate the implementation of the demonstration method in Islamic Religious Education (PAI) learning and analyse its impact on learning motivation and the creation of meaningful learning for students. The background of the study is motivated by the phenomenon of PAI learning, which is often textual and less involved with concrete experiences, thus potentially reducing students' interest and profound understanding. Data were collected through participant observation, in-depth interviews with teachers and students, and document analysis at SDN Pondok Ranji 03, South Tangerang City, Banten. This study involved several students and one PAI teacher as subjects. Data analysis used the Miles and Huberman thematic analysis technique. The research findings revealed that 1) the demonstration method significantly increased students' learning motivation through visualisation of worship practices (such as ablution, prayer, or Islamic history); 2) demonstrations create meaningful learning by connecting religious values with real-life contexts; and 3) supporting factors include teacher creativity, authentic media, and active student participation, while the main obstacles are time allocation and the readiness of facilities. The conclusion of the study confirms that the demonstration method has the potential as an innovative strategy in PAI to build emotional-intellectual engagement and internalisation of religious values. The implication is that educators need to design contextual and reflective demonstrations to optimise holistic Islamic religious education learning.
STRATEGI GURU DALAM MENGEMBANGKAN NILAI-NILAI KARAKTER MELALUI PENGEMBANGAN KURIKULUM PAI DI SMA MUHAMMADIYAH 7 SAWANGAN Rosfiani, Okta; Nabilla, Raysha; Chaerani, Hana; Sendi, Rama Putra Arya
Pedagogi: Jurnal Ilmiah Pendidikan Vol 11 No 2 (2025): Pedagogi: Jurnal Ilmiah Pendidikan
Publisher : FKIP Universitas Al Washliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v11i2.1206

Abstract

Character education, vital amidst youth moral challenges, is strongly supported by Islamic Religious Education (PAI) and the Merdeka Curriculum. SMA Muhammadiyah 7 Sawangan is deeply committed to fostering students with noble character through innovative PAI curriculum. This research aims to examine PAI teachers' strategies in developing character values through PAI curriculum innovation, identifying instilled values, evaluating implementation effectiveness, designing a relevant strategy model, and analyzing supporting and inhibiting factors.This qualitative case study at SMA Muhammadiyah 7 Sawangan (March-June 2025) is unique for integrating PAI curriculum development with character strategies within a Muhammadiyah context, employing mixed methods, and focusing on digital native generations. The findings indicate interactive and character-based learning supported by conducive classroom environments, active learning dynamics, and the inculcation of religious, disciplined, tolerant, and responsible values through various methods. Comprehensive curriculum development strategies include a character-based curriculum, collaboration, and continuous evaluation, proving effective in enhancing students' character values and PAI academic achievement. In conclusion, PAI teachers' strategies at SMA Muhammadiyah 7 Sawangan successfully develop student character, though continuous improvement and development are still needed.
Core Strategy of Islamic Religious Education Teachers in Forming Student Piety Through Contextual and Meaningful Learning at Madrasah Tsanawiyah Al-Munawaroh Tangerang Cecep Maman Hermawan; Sayyida Nafisa; Muhammad Randy Islami; Elfia Zahra; Hasbi Ramadhan; Chairil Raddin; Okta Rosfiani
Journal of Research in Islamic Education Vol. 7 No. 1 (2025): Journal of Research in Islamic Education
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v7i1.6253

Abstract

Islamic Religious Education (PAI) learning is often trapped in a textual approach that is less effective in forming students' holistic piety. Integration of contextual and meaningful learning is a potential solution, but the strategic role of PAI teachers as key actors has not been explored in depth. The purpose of this study was to find the core strategies of PAI teachers in designing and implementing contextual and meaningful learning to form students' piety. Qualitative research was used as a research approach, with a case study design in Tangerang. Data collection through in-depth interviews with 6 PAI teachers, 25 students, 1 Curriculum Deputy, participant observation, and document studies. Data analysis used an interactive model with source triangulation. Key research findings identified four core strategies: 1) Contextualization of religious values ​​with students' socio-ecological realities (e.g., integration of local wisdom in Akidah Akhlak material; 2) Design of meaningful experiential learning based on projects (e.g., Ecological Dhikr, Literacy Hijrah); 3) Modeling contextual piety (living curriculum) through behavioral examples; 4) Structured reflection based on Qur'anic values ​​(Qur'anic Mirroring). The impact of this strategy is proven to form holistic piety including individual (consistency of worship), social (empathy, collaboration), and ecological (environmental concern) aspects, with social piety as the most responsive domain (80%). The implications of this finding theoretically strengthen the Contextual Spirituality Pedagogy model through an integrative cycle of contextualization-experience-reflection, practically: Providing an operational framework for teachers and schools in designing transformative learning based on local context.
PENGGUNAAN MODEL DISKUSI KELAS DALAM PEMBELAJARAN PAI UNTUK MENGEMBANGKAN KETERAMPILAN BERKOMUNIKASI SISWA DI SEKOLAH MENENGAH PERTAMA MUHAMMADIYAH 29 SAWANGAN Rosfiani, Okta; Fashila, Shifa Annazwa; Syaikhoni, Muhammad Aril; Rajab, Farazy; Farida, Ida
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v5i2.5757

Abstract

Communication skills are one of the essential competencies needed by students to interact effectively in a multicultural society. However, in practice, Islamic Religious Education learning is often still dominated by lecture and memorization models, so that in this Islamic Religious Education subject it is sometimes difficult to provide space for students to develop their character and communication skills. The purpose of this study is to comprehensively investigate the practice of using the class discussion model in the Islamic Religious Education learning process. This study applies a qualitative approach through an intrinsic case study research method at SMP Muhammadiyah 29, Depok City, West Java, involving a number of students in grades VII-IX, and one Islamic Religious Education teacher, and the principal. Data were collected using observation notes and video recording instruments; semi-structured interview instrument guides; and assessment rubric instrument documents, student discussion result journals, and student learning outcomes. The research findings note that the implementation of the discussion model in Islamic Religious Education learning shows its own complexity. This model offers great opportunities to develop students' communication skills and independent material exploration abilities, but challenges such as students' difficulties in adapting the material and low student participation require teachers to continue to improvise during learning. The findings of this study suggest an approach that pays attention to student readiness through prior material preparation, as well as effective discussion group arrangements. ABSTRAKKeterampilan berkomunikasi menjadi salah satu kompetensi esensial yang dibutuhkan siswa untuk berinteraksi secara efektif dalam masyarakat yang multikultural. Namun, dalam praktiknya, pembelajaran PAI sering kali masih didominasi oleh model ceramah dan hafalan, sehingga dalam mata pelajaran PAI ini terkadang sulit untuk memberikan ruang bagi siswa untuk mengembangkan karakter dan keterampilannya dalam berkomunikasi.  Tujuan penelitian ini untuk menginvestigasi secara komprehensif praktik penggunaan model diskusi kelas dalam proses pembelajaran PAI. Penelitian ini menerapkan pendekatan kualitatif melalui metode penelitian studi kasus intrinsik di SMP Muhammadiyah 29 Kota Depok Jawa Barat, dengan melibatkan sejumlah siswa kelas VII-IX, dan satu guru PAI, serta kepala sekolah. Data dikumpulkan menggunakan instrumen catatan observasi dan video rekaman; panduan instrumen wawancara semi-terstruktur; serta dokumen instrumen rubrik penilaian, jurnal catatan hasil diskusi siswa, serta hasil belajar siswa. Temuan penelitian mencatat bahwa implementasi model diskusi dalam pembelajaran PAI menunjukkan kompleksitas tersendiri. Model ini menawarkan peluang besar untuk mengembangkan keterampilan komunikasi dan kemampuan eksplorasi materi mandiri siswa, namun tantangan seperti kesulitan siswa mengadaptasi materi dan rendahnya partisipasi siswa mengharuskan guru untuk terus berimprovisasi selama pembelajaran. Temuan studi ini menyarankan pendekatan yang memperhatikan kesiapan siswa melalui persiapan materi sebelumnya, serta pengaturan kelompok diskusi yang efektif.
EFEKTIVITAS PEMBELAJARAN HYBRID DALAM MENINGKATKAN LITERASI DIGITAL SISWA SEKOLAH MENENGAH ATAS Rosfiani, Okta; Aini, Mutia Nur; Wafi, Muhammad Zaim; Fadhillah, Muhammad Rizky; Husain, Fajar Nur
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i2.5918

Abstract

ABSTRACT This research is motivated by the limited studies on the effectiveness of hybrid learning in improving the digital literacy of students at State Islamic Senior High School (MAN) 11 Jakarta. In fact, this phenomenon has a significant impact on the readiness of the younger generation to face the digital era. The purpose of this study is to analyse the extent to which hybrid learning can improve the digital literacy of MAN 11 students and identify supporting and inhibiting factors in implementing it. The method used is qualitative with a case study approach. Students in grades 10 and 11, Islamic Religious Education teachers, and the principal of MAN 11 Jakarta were involved in the research process and data collection through interviews, observations, and document analysis. The results of the study showed that hybrid learning was considered effective by some students and ineffective by some other students due to a lack of in-depth understanding and less than optimal development of critical thinking skills and digital ethics. Hybrid learning needs to be supported by a pedagogical approach that explicitly targets critical digital literacy, as well as equitable infrastructure. The findings of this study suggest that there are important ideas to consider, like improving the hybrid learning model by adding elements of critical digital literacy, and practical suggestions for schools and governments to offer teacher training, create a connected curriculum, and address the digital divide. This study also opens up opportunities for further studies on the effectiveness of hybrid learning in cities and the influence of family support on students' digital literacy. ABSTRAK Penelitian ini di latarbelakangi oleh masih terbatasnya studi mengenai efektifitas pembelajaran hybrid dalam meningkatkan literasi digital siswa Madrasah Aliyah Negeri (MAN) 11 Jakarta. Padahal fenomena ini memiliki dampak signifikan terhadap kesiapan generasi muda menghadapi era digital. Tujuan penelitian ini adalah untuk menganalisis sejauh mana pembelajaran hybrid dapat meningkatkan literasi digital siswa MAN 11 serta mengidentifikasi faktor pendukung dan penghambat dalam mengimplementasinya. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus. Siswa kelas 10 dan 11, guru PAI, dan kepala MAN 11 Jakarta terlibat dalam proses penelitian, dan pengumpulan data melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukan bahwa pembelajaran hybrid dianggap efektif oleh sebagian siswa, dan tidak efektif oleh sebagian siswa lainnya di karenakan kurang nya pemahaman yang mendalam, kurang optimal dalam mengembangakan keterampilan berpikir kritis dan etika digital. Pembelajaran hybrid perlu di dukung oleh pendekatan pedagogis yang eksplisit menargetkan literasi digital kritis, serta infrastruktur yang merata. Implikasi penelitian ini meliputi aspek teoretis, seperti pengayaan model hybrid learning dengan memasukan dimensi literasi digital kritis, serta aspek praktis berupa rekomendasi bagi sekolah dan pemerintah untuk menyediakan pelatihan guru, kurikulum terintegrasi, dan solusi mengatasi kesenjangan digital. Penelitian ini juga membuka peluang studi lanjutan tentang efektifitas hybrid learning di kota serta pengaruh dukungan keluarga terhadap literasi digital siswa.
Implementasi Model Pembelajaran Inquiry Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Menengah Pertama Muhammadiyah 44 Tangerang Selatan Rosfiani, Okta; Fitri, Amelia; Robbi, Abdan Sabili; Farid, Miftah; Muhayyar, Matlaul; Nabila, Putri Syifa
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30169

Abstract

Keterampilan berpikir kritis termasuk kemampuan penting yang harus dimiliki siswa SMP karena menjadi dasar dalam menghadapi berbagai tantangan, baik dalam pembelajaran maupun aktivitas sehari-hari. Keterampilan berpikir kritis pelajar di Indonesia masih relatif lemah. Salah satu pemicunya adalah metode pengajaran yang masih didominasi oleh guru serta kurangnya keterlibatan aktif siswa dalam proses belajar. penelitian ini dilakukan guna menjelaskan penerapan suatu model adalah untuk mendeskripsikan penerapan model Inquiry Based Learning (IBL) pada mata pelajaran PAI di SMP Muhammadiyah 44 Tangerang Selatan. Kajian ini berbasis kualitatif dengan sumber data utama berdasarkan dari pengamatan lapangan, wawancara mendalam, dan dokumen pendukung. Hasil penelitian menyimpulkan bahwa faktor utama yang mendukung keberhasilan implementasi model ini adalah kompetensi guru yang memiliki keterampilan dan pengetahuan memadai dalam menerapkan IBL; ketersediaan sumber daya pembelajaran seperti teknologi dan bahan ajar yang memadai; fleksibilitas kurikulum yang dimiliki sekolah sesuai dengan kebutuhan siswa. Tantangan utama penerapan IBL meliputi kebutuhan kolaborasi yang kuat antara guru, siswa, dan fasilitas sekolah; keterampilan guru dalam merancang pertanyaan pemantik dan kegiatan inquiry; ketersediaan bahan ajar dan fasilitas pendukung yang memadai; serta motivasi siswa untuk aktif berpartisipasi dalam pembelajaran berbasis inquiry.
IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMPN 178 JAKARTA Rosfiani, Okta; Panduwardana, Syahputra; Yelviani, Desya Asyifa; Wafa, Nurul; Fatayaturrohmah, Naila Syafa
Pedagogi: Jurnal Ilmiah Pendidikan Vol 11 No 2 (2025): Pedagogi: Jurnal Ilmiah Pendidikan
Publisher : FKIP Universitas Al Washliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v11i2.1203

Abstract

Pendidikan abad ke-21 menuntut siswa untuk menguasai keterampilan berpikir kritis guna menghadapi tantangan global. Namun, hasil studi PISA 2022 menunjukkan bahwa kemampuan berpikir kritis siswa Indonesia, khususnya di jenjang Sekolah Menengah Pertama (SMP), masih di bawah rata-rata global. Penelitian ini bertujuan untuk mengeksplorasi implementasi model Project Based Learning (PjBL) sebagai solusi inovatif untuk meningkatkan keterampilan berpikir kritis siswa SMP. Melalui pendekatan kualitatif dan desain studi kasus eksploratif, penelitian ini menganalisis penerapan PjBL di SMPN 178 Jakarta, dengan fokus pada tantangan dan peluang yang dihadapi oleh guru dan siswa. Hasil penelitian menunjukkan bahwa PjBL efektif dalam mendorong siswa untuk berpikir kritis melalui proses pemecahan masalah, analisis, dan presentasi hasil. Meskipun terdapat kendala seperti waktu terbatas dan perbedaan kemampuan siswa, PjBL mampu meningkatkan motivasi dan kemandirian belajar. Penelitian ini memberikan kontribusi praktis bagi pendidik dan pemangku kebijakan dalam mengoptimalkan penggunaan PjBL untuk meningkatkan kualitas pembelajaran di Indonesia.
PEMBELAJARAN DIFERENSIASI SEBAGAI PILAR IMPLEMENTASI KURIKULUM MERDEKA Rosfiani, Okta; Saidah, Rafika Kauna; Itsnaini, Muhammad Fahmi; Rifaldi, Rafly Purnama; Firliansyah, Farhan
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v5i2.6453

Abstract

This qualitative study aims to examine the function of differentiated learning as the basis for implementing The autonomous curriculum in relation to accommodating the diversity of student needs. This research is motivated by the urgency of implementing The Self-Sustained Curriculum which emphasizes flexibility and independence in learning, where differentiation is a key strategy to realize the principle of "teaching according to student abilities". Data was gathered using classroom observations, document analysis and in-depth interviews with principals and instructors (RPP, teaching modules, diagnostic assessments) at Madrasah As Sa'adah, PAI teachers and 4 students. Utilizing the Miles-Huberman method for data analysis interactive model with thematic coding. The research findings reveal: 1) differentiated learning is the main pillar in realizing the essence of the Independent Curriculum through adjusting learning environments, procedures, goods, and content according to student profiles; 2) differentiation increases active participation and intrinsic motivation of students with interest-based tasks and personal scaffolding; supporting factors include ongoing teacher training and collaboration of teaching teams, while the main challenges are administrative burdens and gaps in pedagogical understanding. The conclusion states that differentiated learning is not just an additional strategy, but the core of the operationalization of the Independent Curriculum to achieve holistic educational goals. The study recommends strengthening teachers' capacity in differentiation design and simplifying their support systems. ABSTRAKPenelitian kualitatif ini bertujuan untuk mengkaji peran pembelajaran diferensiasi sebagai landasan implementasi Kurikulum Merdeka dalam konteks mengakomodasi keberagaman kebutuhan siswa. Kajian ini dilatarbelakangi oleh urgensi implementasi Kurikulum Merdeka yang menitikberatkan pada fleksibilitas dan kemandirian belajar, di mana diferensiasi menjadi strategi kunci untuk mewujudkan prinsip “mengajar sesuai kemampuan siswa”. Data dikumpulkan melalui observasi kelas dan wawancara menyeluruh dengan guru dan kepala sekolah. serta analisis dokumen (RPP, modul ajar, asesmen diagnostik) di Madrasah As Sa'adah, Guru PAI dan Siswa 4 orang. Model interaktif yang diciptakan oleh Miles-Huberman digunakan untuk melakukan analisis data dengan koding tematik. Temuan penelitian mengungkap: 1) pembelajaran diferensiasi menjadi pilar utama dalam mewujudkan hakikat Kurikulum Merdeka melalui modifikasi konten, prosedur, produk, dan lingkungan belajar berdasarkan profil siswa; 2) diferensiasi meningkatkan partisipasi aktif dan motivasi alami siswa untuk tugas berbasis minat dan perancah pribadi; faktor pendukung meliputi pelatihan guru yang berkelanjutan dan kolaborasi tim pengajar, sedangkan tantangan utamanya adalah beban administratif dan kesenjangan pemahaman pedagogis. Kesimpulannya menyatakan bahwa pembelajaran diferensiasi bukan hanya strategi tambahan, tetapi inti dari operasionalisasi Kurikulum Merdeka untuk mencapai tujuan pendidikan holistik. Penelitian merekomendasikan penguatan kapasitas guru dalam desain diferensiasi dan penyederhanaan sistem pendukung mereka.
Co-Authors A'zizah, Hikmatussalmah Nur AA Sudharmawan, AA Abdullah, Ayatullah Said Abdultawab, Mohamed Metwaly Abidzar Algifari Abrar-ul-Hassan, Shahid Achie, Nisbun Achmad Abdur Rozaq Adlan Fauzi Lubis Aeni , Syafrina Zahratul Afandy Muharrom Afifah Nurul Natwarlan Agil, Pujoseno Agustin, Cahya Lestari Ahmad Fauzan Ahmad Harlan Fahrurozi Ahmad Miftahfarid Ahmad Najihan Maulana Ain, Siti Qurrotul Aina Mardiyah Aini, Mutia Nur Aini, Zahratul Akbar, Ma’ruf Al-Fajry, Moh Faiz Al-Fikri, M. Abdu Al-Ghifari, Abizar Al-Iklatussolehah, Dwi Putri Al-Kafi, Muhammad Caesar Alamsyah, Najwa Aqiylah Putri Alfarisi, Usman Alfia Zahra Zamany Alfian, Nabil Alimah Zaini Saidah Amatillah, Afifah Afra Amelia Fitri Aminah, Nur Amiruddin, Nurannisa Rahmadani Ammara Lutfatunnisa Amos Neolaka Amraini , Iqra Ananda, M. Rizqi Ananda, Rizky Mulya Andri, Eldrida Andriyansyah, Muhammad Angellika, Putri Anggreini, Novita Angkasa Putra Mandala Guna Anisa Anggraeni, Anisa Anjani, Lalita Shafa Aprilliano, M. Ravito Atmajaya Aqila Zulfa Ardiyanti, Heni Ariansyah Ariansyah Ariel, Muhammad Aripin, Bustamil Assyifa Kamila Astri Sutisnawati Ataya Thalita Fawaz Atmaja, Julia Vikri Dwi Aulia, Hasanah Aulia, Muhammad Hanif Aulia, Suci Syakila Aulia, Vina Ayatullah Said Abdullah Azaly, Intan Azis, Muhamad Faisal King Abdul Azkiya, Silvy Nada Bakry, M. Haikal Basyarahil, Ammar Muhzim Batara Giflan Khairan Cahya Lestari Agustin Cecep Maman Hermawan Cecep Rahman Hermawan Chaerani, Hana Chairil Raddin Cika Auliya Nurrohmah Daffa, Tajaufa Maulitaj Danisa Amalia Sidqi Dasyani , Anita Daulay, Raju Gusti Denia Agustina Putri Denia Agustina Putri Denis Ramadhan Devanita Novia Ardana Devansyah, Azriel Dewi Sukma Dewi Sukma Dhea Safitri Diah Gita Cahyani Dimas Lutfi Avisena Dzakira, Abidah Elfia Zahra Elfirza Elfirza, Elfirza Ernawan, Reyhan Fachrezy Faatihah Oktavia Priislami Fadhilah, Sahra Fadhillah, Muhammad Rizky Fadil, Labib Faizhikam Arham Fajar, Muhamad Fajriani, Nurul Fakhrurazi Fakhrurazi, Fakhrurazi Fardhan Zahid Musyaffa Farida, Zulpa Fashila, Shifa Annazwa Fatayaturrohmah, Naila Syafa Fatimah Azzahra Fatimah Azzahra Faturrahman, Radja Fauza Rizqiya Fauzi, Muhammad Akmal Fauziah, Iven Nabila Febriansyah, Malika Febriansyah, Vicky Feliana Pramesdita Amelia Fikriyah, Nur Firdaus, Kesha Irsyad Firliansyah, Farhan Fitrha Ramadhan Fuadah, Syifa Fitri Fuadah Furqon, Sayyid Ali Galang Rafly Yus Saputra Gani, Irfan Abdul Ghaizalfa Humairoh Naqiya Ghufron Syakaril Gina Azizah Gula, Rajiv Nazry Faizullah Sina Gunawan Santoso Gunawan Santoso Gunawan Santoso Habib, Izzul Habibi, Ilyas Hafnida, Tri Widya Haidir, Narulita Kinandhani Hakim, Muhammad Roby Hanif, Farhan Nur Hasan, Nailah Najwa Hasbi Ramadhan Hawari, Sulthan Helmi Fathurrahman, Helmi Hendrayani, Dini Hermawan, Cecep Maman Hermawan, Cecep Maman Hermawan Hermawan, M Cecep Maman Heryana, Rafi Muzaki Heryawan, Zaidan Nur Hesti Hesti Hibrizi Adzin Hikmatussalmah Nur A'zizah Hizrian Nugraha Husain, Fajar Nur Husni Mubarok Husnul Hanifah Kamawi Putri Ibnu Azie Ida Ayu Putu Sri Widnyani Ida Farida Ikbal Story, Khairunisa Ikhwan, Rafi Ilham Asyam Fajariyanto Wisnu Ilham Nur Rifqi Intan Aprillia Iqbal, Ros Muhammad Irawan, Miko Dwi Irfan Abdul Gani Irma Saraswati Irma Srirantika Irmanika, Ananta Islami, Muhammad Ridwan Al Ismiati, Mely Itsnaini, Muhammad Fahmi Jakarta, Universitas Muhammadiyah Jalalludin, Imam Kamil, Moh Nizham Kartika, Rini Fatma Kevin Dilly Junior Khaerani, Najwa Putri Khairunnisa, Hafidzah Khamdi Iskandar Khayla Adhani Khiyarannahari, David Kirana, Andi Ade Diandra Komala, Vivi Kuswiyanti, Tanti Sri Lalita Shafa Anjani Lestari, Lisa Puji Lestari, Selvia Lukman Effendy, Lukman Lutfiyanti, Azizah M Ridwan Al Islami M. Abdul Halim M. Ardiansyah M. Ashar M. Azzami, Andi M. Fadhlurrahman M. Mu’thasim Billah Mahmudin Sudin Manal, Muhammad Sahlul Mandala Guna, Angkasa Putra Mansyuroh, Lailatul Mardiyah Mardiyah Marshinta, Adlia Marthazilla Febby Ahmad Marthazilla Febby Ahmad Marwatu Saidah Maryatih, Maryatih Maulana, Azkiya Maulana, Rijal Ma’ruf Akbar Mely Ismiati Miftah Farid Miko Dwi Irawan Mochammad Riza Ali Najmul Muttaqien Mohamed Metwaly Abdultawab Mubarak, M. Abdul Muchtar, Ahmad Dedi Muhamad Farhan Muhamma Dzaky Izzuddin Muhammad Anjas Lapiatul Purnama Muhammad Bintang Muhammad Fachri Muhammad Farhan Muhammad Farhan Muhammad Fikram Alif Muhammad Iqbal Fahrezi Muhammad Juan Alfaridzi Muhammad Naufal Rifaldi Muhammad Randy Islami Muhammad Randy Islami Muhammad Ridho Muhammad Ridwan Muhammad Ridwan Al Islami Muhammad Rizky Fadhillah Muhammad Rozaktana Muhayyar, Matlaul Mustofa, Miftakhul Ilmi Nabila, Putri Syifa Nabilla, Raysha Nadia Nadia Nadiah Rohadatul Aisy Shabri Nadillah, Lulu Naila Syafa Najwa Hamid Najwa Hanifah Sidik Nesya Azzahra Nisa, Nur Azka Aulia Nisrina Maisun Ni’mah Fauziah Ni’mah Fauziah Novi Roismiati Novi Roismiati Nur Elizah, Siti Nuraini, Aisyah Nuraini, Tri Nurcahyati, Ai Nurdianto, Wahyu Panduwardana, Syahputra Pohan, Fela Dewita Prasetya, Johan Ade Pratama, Ruchlan Putra Prawira, Azka Putra Putra, Putra Putri Ratu Bilqis El Amini Putri Ratu Bilqis El Amini Putri Ratu Bilqis El-Amini Putri Ratu Bilqis El-Amini Putri, Alviana Putri, Husnul Hanifah Kamawi Putri, Nayaka Zahrani Rachman , Muhammad Rafly Nur Rachmawati, Anida Rahayu, Ade Ratna Putri Rahayu, Lisda Rahmah, Aqila Azizah Rahman, Putri Aulia Rahman, Ridwan Nur Rajab, Farazy Ramadhan, Agiel Ramadhan, M. Rizki Ramadhanti, Elsa Rani Sheilla Rani Sheilla Ray, M. Hapis Razaq, Fidi Rifaldi, Rafly Purnama Rifqi Garibaldi Khamaini Rihadatu Alifia Rijal Maulana Riki Rinaldi Riswandi, Fajar Rizka Putri Salsabila Rizky Ramadhan, Rizky Rizky, Marsyah Qoriatul Rizqiya, Fauza Robbi, Abdan Sabili Rojaq, Sahid Muhammad Romlah Roswati, Siti Ryan Hidaytullo Sabila, Salsa Sabili, Kholil Ahmad Sabina Nur Ghofiya Sabina Nur Ghofiya Saddam, Anargya Safitri, Dhea Safitri, Farah Sani Sahara, Allma Sahid Muhammad Razaq Saidah, Marwatu Saidah, Rafika Kauna Saiidah, Rihlah Salsabiila, Syifa Salsabila, Ratih Salsabila Sani Syafitri, Farah Santoso, Nisrina Azizah Sapitri, Intan Saputra, Levi Elo Saskia Rachman Saskia Rachman Satrio Anugrah, Satrio Saumi Sumanior Sayyida nafisa Selfiani Selvita, Amanda Sendi, Rama Putra Arya Shafa Faizani Nurhaliza Shafa Faizani Nurhaliza Shahid Abrar-ul-Hassan Shaputra, Rizki Sheilla, Rani Sidqi, Danisa Amalia Silvia Fitriani Sinta Bella Siti Nur Elizah Siti Nur Elizah Siti Roswati Sofiyah Sofiyah Sofiyurrahman, Muhammad Sri Mulyani Maisaroh Sri Wahyuni Sri Wahyuni Sri Wahyuni Story, Siti Asmarwah Abd Sudin, Mahmudin Sukmana, Bayu Sulthan Hawari Sulthan Hawari Suparjo, Kemal Fauzan Syafi, Muhammad Syahputra, Muhammad Faizal Ilham Ryannico Syahro, Alfiansyah Syaikhoni, Muhammad Aril Syamsudin Syamsudin Syamsudin Abdullah Syamsudin Abdullah, Syamsudin Syarifah, Nanda Zakiyah Syifa Fitri Fuadah Fuadah Tajaufa Maulitaj Daffa Tanjung Essa Tanti Sri Kuswiyanti Tanti Sri Kuswiyanti Tasya Hanifa Thoharroh, Ridho Nur Tu Zahroh, Siti Fatimah Turiskia, Fitra Ubaidillah, Muhammad Adhib Umaliah, Hiffatul Viallo, Wa Ode Adelia Citra Vina Aulia Wa Ode Adelia Citra Viallo Wafa, Nurul Wafi, Muhammad Zaim Wahyu Nurdianto Wardoyo, Verrel Attarik Wawan Setiawan Windu Syaeful Ridwan Wisnu, Ilham Asyam Fajariyanto Wulan, Dewi Yanti Oktaviani Yaqutah, Akmal Yelviani, Desya Asyifa Yoga, Aldian Yusup Zulfikar Zahra Ahlia Zahraningtyas, Firda Zahraningtyas, Firdha Zahratul Aini Zahroh, Siti Fatimah Tu Zakki An Nafis Zaky, Fauzan Zalsa Amalia Putri Zamany, Alfia Zahra Zaqyatul Fitri Zidni, Zahwa Zihni, Kayla Yusrina Zulfikar, Ahmad Farhan Zulfikar, Yusup ‘Azzah Amirah, Liza