<![CDATA[The teacher-centered education system in Indonesia has often overlooked the diverse characteristics of students. In response, the Merdeka Curriculum introduces differentiated learning as an approach tailored to students’ readiness, interests, and learning profiles. MI Al Huda Malang is among the institutions implementing this approach in Fiqh (Islamic jurisprudence) subjects, although its application remains limited due to time constraints and resource availability. This study aims to: (1) analyze the design of differentiated learning in Fiqh subjects at MI Al Huda Malang, and (2) examine its implementation process. This research employs a qualitative case study approach. Data were collected through in-depth interviews, direct classroom observations, and documentation. Data validity was ensured through source and technique triangulation. The analysis followed the interactive model, including data condensation, data display, and conclusion drawing. The findings reveal that: (1) the design of differentiated learning involves identifying students’ learning needs, setting learning objectives, developing varied learning activities, applying formative assessments, and providing choices in evaluation; and (2) the implementation process consists of three main stages, namely preliminary activities, core learning activities, and closing activities. Overall, the study highlights that while differentiated learning has been conceptually integrated into Fiqh instruction, its practical implementation requires further optimization to address existing limitations. These findings contribute to the development of more inclusive and adaptive learning practices within Islamic education contexts.]]>
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