Navigating Educational Disruption: Challenges and Opportunities for Differentiated Learning in Islamic Primary Education
DOI:
https://doi.org/10.61987/jsse.v4i1.2974Keywords:
Differentiated Learning, Madrasah Ibtidaiyah, Educational TechnologyAbstract
This study aims to examine the challenges and opportunities in implementing differentiated learning in Madrasah Ibtidaiyah during the era of disruption and to identify technological innovations that can support personalized learning. This study employed a qualitative research design using a case study approach. Data were collected through in-depth interviews with 14 teachers, classroom observations, and document analysis. The data were analyzed thematically to identify patterns related to the implementation of differentiated learning, challenges encountered by teachers, and opportunities for technological integration. The findings reveal several major challenges, including limited teacher competencies, inadequate technological infrastructure, time constraints, and large class sizes. Despite these challenges, significant opportunities exist through digital transformation, the implementation of the Merdeka Curriculum, and the use of collaborative digital learning platforms. These developments can facilitate more flexible, personalized, and student-centered learning practices. The study implies that successful implementation of differentiated learning requires strengthening teacher competencies, improving digital infrastructure, providing adequate institutional support, and integrating technology strategically. Policy support and continuous professional development are essential for creating sustainable conditions for student-centered education in diverse classrooms.
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