INTEGRASI COOPERATIVE LEARNING DAN DIFFERENTIATED LEARNING DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS KEBERAGAMAN PESERTA DIDIK

Abstract

ABSTRACT

Islamic Religious Education (IRE) learning in the Merdeka Curriculum is expected to accommodate students' diverse learning readiness, interests, and learning profiles. However, previous studies have generally examined Cooperative Learning and Differentiated Learning as separate approaches, leaving a lack of a conceptual framework that integrates both within Islamic Religious Education. Addressing this gap is essential because teachers require instructional strategies that simultaneously foster academic competence while responding to diverse student learning needs. This study aims to analyze the concepts of Cooperative Learning and Differentiated Learning and to develop a conceptual model integrating both approaches in diversity-based Islamic Religious Education. This study employed a qualitative approach using a library research design. Data were collected from scholarly journal articles, books, conference proceedings, and other relevant academic literature, and were analyzed using content analysis through data reduction, data display, and conclusion drawing. The findings indicate that integrating both approaches creates a more adaptive, collaborative, and inclusive learning process through diagnostic assessment, heterogeneous group formation, differentiated content, process, and product within cooperative learning activities, and authentic assessment that considers both individual and group development. Therefore, the proposed conceptual model offers an alternative instructional strategy for improving academic competence, collaborative skills, and students' religious character in a balanced manner.

ABSTRAK

Pembelajaran Pendidikan Agama Islam (PAI) pada Kurikulum Merdeka dituntut mampu mengakomodasi keberagaman kesiapan belajar, minat, dan profil belajar peserta didik. Namun, penelitian terdahulu umumnya mengkaji Cooperative Learning dan Differentiated Learning secara terpisah sehingga belum tersedia kerangka konseptual yang mengintegrasikan kedua pendekatan tersebut dalam pembelajaran PAI. Kondisi ini penting dikaji karena guru memerlukan strategi pembelajaran yang mampu mengembangkan kompetensi akademik sekaligus memenuhi kebutuhan belajar peserta didik yang beragam. Penelitian ini bertujuan menganalisis konsep Cooperative Learning dan Differentiated Learning serta menyusun model konseptual integrasi kedua pendekatan tersebut dalam pembelajaran Pendidikan Agama Islam berbasis keberagaman peserta didik. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research). Data diperoleh dari artikel jurnal ilmiah, buku, prosiding, dan berbagai literatur akademik yang relevan, kemudian dianalisis menggunakan teknik content analysis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa integrasi kedua pendekatan menghasilkan pembelajaran PAI yang lebih adaptif, kolaboratif, dan inklusif melalui asesmen diagnostik, pembentukan kelompok heterogen, penerapan diferensiasi konten, proses, dan produk dalam aktivitas kooperatif, serta evaluasi autentik yang memperhatikan perkembangan individu dan kelompok. Dengan demikian, model konseptual yang dihasilkan berpotensi menjadi alternatif strategi pembelajaran PAI yang efektif dalam mengembangkan kompetensi akademik, keterampilan kolaborasi, dan karakter religius peserta didik secara seimbang.