Current developments that occur in curriculum changes make it a challenge for
an educator to make adjustments to learning, especially to the characteristics and
abilities of each student. Therefore, to answer the challenges of the times in the world
of education, a differentiated learning model was created that refers to the needs of the
development process of students. The aim of this research is to analyze the process of
implementing differentiated learning and the results or impact of differentiated learning
on improving learning outcomes in class VIII Islamic Education subjects at SMP
Negeri 2 Purwokerto.
This research is a type of field research using observation, interview and
documentation data collection techniques. Data analysis uses primary data from
interviews and applicable legislation, where the data collected will be analyzed
qualitatively using descriptive methods, namely describing the description of the data
obtained and connecting them with each other to obtain a general conclusion.
This research shows that the application of differentiated learning in Islamic
Education subjects which has been implemented in class VIII of SMP Negeri 2
Purwokerto has given positive results, because there is an increase in learning outcomes
in Islamic Education subjects. This is demonstrated by Islamic Education subject
educators providing a service to students in the form of needs and desires for a learning
process that supports their abilities, as well as providing peer tutoring services for
students who are unable to be helped. These positive results show that they feel very
optimal and able to accept the differentiated learning process in Islamic Education
subjects that the teacher conveys, so that the students themselves feel the improvement
in their learning outcomes.