Implementation of Differentiated Learning Strategies with the Tadabbur Alam Model in Islamic Religious Education Lessons

Abstract

In Islamic Education learning, it is necessary to integrate strategies with the current contextual learning model so that it can touch the cognitive, psychomotor, and affective aspects so that students can practice the values of Islamic Education. The purpose of this study is to describe the implementation of differentiated learning strategies with the nature tadabbur model in Islamic Education learning, especially at the elementary school level. This research used a descriptive qualitative approach with a case study method located at SD Negeri 08 Tebat Karai, Kepahiang Regency, Bengkulu. Data were collected using observation, interview, and documentation techniques. The data was then analysed using the Miles et al approach which consists of three main components: data reduction, data presentation, and conclusion drawing. The results showed that this learning was effective in improving understanding, interest in learning, and strengthening the character of students, although it still faced challenges in the form of class management, weather, and limited learning facilities. This research concludes that the implementation of differentiated learning strategies with the nature tadabbur model in Islamic Religious Education lessons at SD Negeri 08 Tebat Karai seeks to shape the Islamic character of students through an environment-based contextual approach. This strategy integrates differentiated learning steps, such as content, process, and product differentiation, with the syntax of the nature tadabbur learning model, starting from the introduction of material, data collection through nature exploration, to contemplation and practice of PAI values.