Enhancing Quran and Hadith Learning through Differentiated Instruction: A Classroom Action Research at MI Arrohman Gerintuk

Abstract

This Classroom Action Research (CAR) aims to enhance students' understanding of the Quran and Hadith at MI Arrohman Gerintuk through the application of Differentiated Instruction (DI) model. Differentiated Instruction is an approach that tailors teaching strategies, content, and learning activities to meet the diverse needs, interests, and abilities of students. This research explores how this model can improve engagement, comprehension, and application of Quranic teachings and Hadith in everyday life.

The study involves grade 5 students at MI Arrohman Gerintuk, where data is collected through classroom observations, student interviews, and pre- and post-assessments. The research is conducted over two cycles. In the first cycle, the DI model is introduced, allowing students to engage with the Quran and Hadith through varied learning paths, such as group discussions, multimedia resources, and personalized assignments. In the second cycle, the approach is refined based on feedback and observations from the first cycle, with more emphasis on individual learning preferences and expanding the use of differentiated assessment techniques.

The findings indicate that the DI model significantly increases student participation, promotes deeper understanding, and enhances the ability to apply Quranic teachings and Hadith in real-life scenarios. Students demonstrate increased interest in the subject matter, improved retention of key concepts, and greater confidence in discussing religious texts. This research concludes that Differentiated Instruction is an effective method for teaching the Quran and Hadith, fostering both intellectual and spiritual growth among students.