Differentiated Learning in the Merdeka Belajar Curriculum to Improve the Learning Outcome of Islamic Education in the Elementary School

Abstract

This study aims to evaluate the effectiveness and impact of differentiated learning in the context of the Merdeka Belajar Curriculum on the learning outcomes of Islamic Religious Education in Elementary Schools. The Systematic Literature Review (SLR) method is used to identify and analyze related research findings from various sources. The SLR results highlight that the application of differentiated learning can make a positive contribution to increasing student understanding and achievement in Islamic Education. Learning differentiation through the Merdeka Belajar Curriculum approach can facilitate the individual needs of students, thus creating an inclusive and responsive learning environment. In order to improve the learning outcomes of Islamic Education in Elementary Schools, this study suggests the application of a broader and measurable differentiated strategy in the implementation of the Merdeka Belajar Curriculum. The findings of this study can provide practical guidance for educators, curriculum developers, and education policies in optimizing learning methods to achieve holistic Islamic education goals at the elementary level.