The Implementation of Differentiated Learning in Islamic Religious Education to Improve Students’ Learning Outcomes at SMK Negeri Kabuh

Abstract

The purpose of this study was to determine the implementation of differentiated learning and its  relationship to student learning outcomes after implementing differentiated learning.  Differentiated learning is a learning approach that focuses on the individual student. Each  student is unique. Students have different learning styles and interests. There are three learning  styles: visual, auditory, and kinesthetic. Teachers play a crucial role in determining the success  of the learning process. Before starting the learning process, a diagnostic assessment was  conducted to map students' learning styles. Based on the background, the research problem  formulation covers three aspects: the relevance of implementing a differentiated learning  approach, the implementation of differentiated learning, and its relationship to student learning  outcomes. Based on the above, the effectiveness of the learning implementation, the  implementation of differentiated learning, and its relationship to student learning outcomes were  determined. Where the learning process greatly influences learning outcomes. The  characteristics of students influence the way students learn. In this differentiation learning, 3  types are used, namely content differentiation located in the material, process differentiation  located in the learning process, and product differentiation which produces a work/product. The  method used in this study is a descriptive qualitative approach with data collection techniques  through observation, interviews, and documentation. The results of this study are that class X  pharmacy students of SMK Negeri Kabuh are enthusiastic about the differentiation approach  because it is packaged in an interesting way and feel facilitated by their learning styles and the  uniqueness of each student. Thus, this differentiation learning approach is considered effective  because it is proven by the learning evaluation carried out to increase student interest and  learning outcomes.