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Bandung Conference Series: Islamic Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282515     DOI : https://doi.org/10.29313/bcsied.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Bandung Conference Series Islamic Education (BCSIED) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Agama Islam dengan ruang lingkup Akhlak Pendidik, Baca Tulis Quran, Iman, Taqwa, Karakter Kurikulum lokal, Kedisiplinan siswa, Kemandirian, Berbusana Muslimah, Kewajiban Suami, Konsep Pendidikan, Manajemen Tahfidz Quran, Manajemen Kepesantrenan, Manajemen Pendidikan, Manajemen Waktu, Mawaddah, Mentoring, Metode Tikrar, Model Pembinaan, Model Project Based Learning, Mufassir, Nilai Pendidikan, Pembelajaran Kitab Kuning, Pembelajaran Tahsin, Pendidikan Karakter, Rahmah (Sikap), Rasa Syukur (Hifdzun nafs), Religius Menulis, Remaja, Sakinah, Tanggung Jawab Pendidik. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "399-408" : 1 Documents clear
Pengelolaan Diferensiasi Guru dalam Pembelajaran PAI untuk Siswa Slow Learner (Studi Kasus di SDN 250 Jakapurwa) Aghni Zahira Lizarna; Huriah Rachmah
Bandung Conference Series: Islamic Education 399-408
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.24109

Abstract

Abstract.This study aims to analyze the management of teacher differentiation strategies in Islamic Religious Education (PAI) for slow learner students at SDN 250 Jakapurwa. The research focus encompasses slow learner characteristics, planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employed a qualitative approach with a case study method. Data were gathered through observation, in-depth interviews with PAI teachers, inclusive education teachers, and the school principal, along with documentation studies. Data analysis followed the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. The results indicate that slow learner students face cognitive barriers such as slow comprehension of abstract material, short-term memory limitations, and unstable concentration. PAI teachers manage differentiation through: (1) Planning: conducting diagnostic assessments to map learning readiness and interests; (2) Implementation: content differentiation via material simplification, process differentiation using the make a match method and peer tutoring, and product differentiation by adjusting task targets such as Iqra reading versus memorization; (3) Evaluation: flexible assessment tailored to individual capacities. The primary supporting factors are inclusive school policies, support from the Disability Service Unit (ULD), and teacher patience. Meanwhile, inhibitors include limited instructional time, lack of diverse learning media, and the absence of specific technical guidelines for PAI differentiation. In conclusion, the management of differentiation strategies is proven effective in increasing the participation and understanding of slow learner students, realizing inclusive and equitable PAI learning Abstrak.Penelitian ini bertujuan untuk menganalisis pengelolaan strategi diferensiasi oleh guru dalam Pendidikan Agama Islam (PAI) bagi siswa slow learner di SDN 250 Jakapurwa. Fokus penelitian mencakup karakteristik siswa slow learner, perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru PAI, guru inklusif, dan kepala sekolah, serta studi dokumentasi. Teknik analisis data mengikuti model Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa slow learner di sekolah tersebut memiliki hambatan kognitif berupa lambatnya pemahaman materi abstrak, daya ingat jangka pendek (short memory), dan konsentrasi yang tidak stabil. Guru PAI mengelola diferensiasi melalui: (1) Perencanaan: melakukan asesmen diagnostik untuk memetakan kesiapan dan minat belajar; (2) Pelaksanaan: diferensiasi konten melalui penyederhanaan materi, diferensiasi proses melalui metode make a match dan tutor sebaya, serta diferensiasi produk melalui penyesuaian target tugas seperti bacaan Iqra bagi yang belum mampu menghafal; (3) Evaluasi: penilaian fleksibel disesuaikan kemampuan individu. Faktor pendukung utama adalah kebijakan sekolah yang inklusif, dukungan Unit Layanan Disabilitas (ULD), dan kesabaran guru. Adapun hambatan meliputi keterbatasan waktu pembelajaran, media yang kurang variatif, serta belum adanya panduan teknis khusus diferensiasi PAI. Kesimpulannya, pengelolaan strategi diferensiasi terbukti efektif meningkatkan partisipasi dan pemahaman siswa slow learner, mewujudkan pembelajaran PAI yang inklusif dan berkeadilan

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