Developing a Differentiated Islamic Religious Education Teaching Module for Madrasah Ibtidaiyah

Abstract

This study aims to develop and implement a teaching module for Islamic Religious Education (PAI) at the Madrasah Ibtidaiyah level that supports differentiated, contextual, and interactive learning. The study employed a research and development approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data were obtained through interviews with PAI teachers, curriculum-document analysis, classroom observation, questionnaires, and implementation of the module at Madrasah Ibtidaiyah. The implementation involved five PAI teachers who used the module for four weeks. The findings show that the module integrates learning objectives, PAI materials, varied learning methods, learning media, and assessment activities, while encouraging contextual, problem-based, project-based, and differentiated learning. The reported evaluation indicates that 80% of the identified module elements were fulfilled, while the language component reached an average of 85% and the curriculum-characteristic component reached 79%. Teachers reported greater confidence and wider use of discussion, case study, practice, and educational games, while students responded positively to more interactive learning activities. The study contributes a practical ADDIE-based module framework for PAI teachers and highlights the need for continued teacher support in digital learning implementation.