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Linguanusa : Social Humanities, Education and Linguistic
Published by Insight School Academy
ISSN : -     EISSN : 30476739     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Linguanusa is a journal that aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles, and case studies focused on the Social Humanities and Languages ​​disciplines. The social humanities discipline is related to topics of study related to cultural themes, public policy, social society. While linguistic disciplines are related to topics of language and culture, language education, linguistics, phonology, phonetics, psycholinguistics, sociolinguistics and other studies that are still allied and included in the topic and objectives of the journal.
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Articles 71 Documents
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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.

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