Differentiated Islamic Religious Education Learning at Sd Negeri 1 Singojuruh, Banyuwangi Regency, East Java

Abstract

Islamic Religious Education (IRE) learning in elementary schools plays a crucial role in shaping students’ religious and moral character from an early age. One of the strategic subjects in fostering faith values is Asmaul Husna, which introduces the beautiful and meaningful names of Allah SWT. However, classroom learning processes often remain uniform, disregarding differences in students’ learning styles, interests, and abilities. To address this issue, the implementation of differentiated learning serves as a relevant solution to create a more inclusive and student- centered learning environment. This study aims to describe the implementation of differentiated learning in teaching Asmaul Husna at SD Negeri 1 Singojuruh and to examine its impact on students’ motivation and learning outcomes. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings revealed that the teacher implemented differentiation in the aspects of content, process, and product. Visual learners were provided with image-based media and The application of this strategy enhanced students’ enthusiasm, self-confidence, and understanding of the meaning of Asmaul Husna. Therefore, differentiated learning has proven effective in creating an enjoyable, adaptive, and student-centered Islamic Religious Education learning environment in elementary schools.