Enhancing Students' Understanding of Fasting through Differentiated Learning Models at MI Tanwirul Qulub

Abstract

This research aims to explore the implementation of a differentiated learning model in enhancing students' understanding of fasting (Ibadah Puasa) at MI Tanwirul Qulub. Fasting is a crucial aspect of Islamic education, especially during the month of Ramadan, and its understanding is integral to the development of students' spiritual and moral character. The challenge lies in delivering content that caters to the diverse learning needs of students, considering their varying levels of comprehension, skills, and learning styles.

The study employs a qualitative approach with a classroom action research (CAR) design, focusing on 30 students from Grade 5. A differentiated learning model is introduced to accommodate the individual needs of students by adjusting content, processes, and products in a flexible learning environment. This approach ensures that each student receives an appropriate level of challenge and support. The research observes the impact of this model on students' ability to comprehend the concept and practices of fasting, as well as their participation and engagement in the lessons.

Data collection methods include observations, interviews, and student performance assessments. The findings indicate a significant improvement in students' understanding of fasting, with enhanced engagement and motivation during lessons. Moreover, students exhibited a deeper connection to the significance of fasting, demonstrating both spiritual growth and academic improvement. The study concludes that differentiated learning models are effective in addressing the diverse needs of students, fostering an inclusive and supportive environment for religious education