Reconstructing Differentiated Islamic Religious Education (PAI) Learning Design: Conceptual Gaps and Future Development Directions

Ani Handayani; Aidil Aidil; Rini Sri Wahyuni; Dedeh Faridah Hani

doi:10.31943/afkarjournal.v9i3.3483

Authors

Ani Handayani Program Studi PJJ S2 PAI UIN Siber Syekh Nurjati Cirebon
Aidil Aidil Program Studi PJJ S2 PAI UIN Siber Syekh Nurjati Cirebon
Rini Sri Wahyuni STAI AL-ANDINA Sukabumi
Dedeh Faridah Hani Program Studi PJJ S2 PAI UIN Siber Syekh Nurjati Cirebon

DOI:

https://doi.org/10.31943/afkarjournal.v9i3.3483

Keywords:

PAI Learning Design, Differentiated Learning, Merdeka Curriculum, Social Reconstruction, Islamic Values

Abstract

Differentiated learning in Islamic Religious Education (PAI) has become an urgent need within the Merdeka Curriculum framework; however, a significant gap persists between the ideal concept and actual practice. This study aims to analyze the conceptual gaps in differentiated PAI learning design and to formulate a reconstruction model for its development. A qualitative approach using library research was applied through content analysis and thematic analysis of relevant scholarly literature. The findings indicate: (1) differentiation in PAI remains partial, limited to learning-style grouping without systematically integrating content, process, product, and environmental differentiation; (2) key barriers include limited teacher pedagogical understanding, insufficient institutional support, and low digital literacy; (3) reconstruction of PAI learning design should be directed toward an integrative model combining pedagogical differentiation, Islamic values, social reconstruction orientation, and the regulatory legitimacy of Permendikbudristek No. 12/2024 and KMA No. 1503/2025. This study contributes by bridging the research gap that has long separated differentiated learning studies from the conceptual and systematic reconstruction of PAI learning design.

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