Islamic Values In Differentiated Learning Planning For Class XI BR At SMK Negeri 2 Purwakarta
DOI:
https://doi.org/10.31943/afkarjournal.v9i3.2274Keywords:
Islamic Education, Differentiated Learning, Classroom Planning, Character Education, Vocational SchoolAbstract
This study explores how differentiated learning planning at SMK Negeri 2 Purwakarta incorporates Islamic educational values in the classroom context of class XI BR. Differentiated instruction, when integrated with Islamic principles such as justice ('adl), compassion (rahmah), and responsibility (amanah), supports a more holistic and equitable learning environment. The research uses a qualitative descriptive method to gather data through classroom observations, interviews, and documentation. The findings show that teachers not only adapt instruction based on students' readiness, interests, and learning styles but also embed Islamic values in classroom planning, such as promoting collaborative learning, character education, and ethical behavior. Institutional support, teacher collaboration, and continuous reflection play vital roles in implementing this integrative approach. This study emphasizes the potential of merging pedagogical innovation with spiritual and moral development in vocational Islamic education.
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Copyright (c) 2026 Qothrunnada Zahra Mumtaz, Hinggil Permana, Ceceng Syarif Husein
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