<![CDATA[Despite the growing emphasis on learner-responsive instruction within Indonesia’s Merdeka Curriculum, empirical evidence concerning the relationship between students’ perceptions of differentiated instruction and learning independence remains limited, particularly in Al-Islam education. This study aimed to examine the direction, strength, and statistical significance of this relationship among tenth-grade students at SMA Muhammadiyah 1 Surabaya. A quantitative, cross-sectional correlational design was employed, involving 47 students from four classes selected through purposive sampling. Data were collected using four-point Likert-scale self-report questionnaires measuring students’ perceptions of differentiated instruction and learning independence. Pearson’s product-moment correlation was performed following normality and linearity assessments. The findings revealed a statistically significant, moderate positive association between perceived differentiated instruction and learning independence (r(45) = 0.476, p = 0.001, 95% CI [0.22, 0.67]), indicating that students who perceived greater instructional responsiveness tended to report higher levels of learning independence. These findings extend empirical understanding of the relationship between instructional responsiveness and learning independence within the context of Al-Islam education. They also highlight the importance of considering students’ perceived learning experiences when designing instructional practices that accommodate learner diversity and encourage autonomy and responsibility. Nevertheless, the correlational design and reliance on self-reported data preclude causal interpretations, emphasizing the need for further investigation using more rigorous and diverse research approaches.]]>
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