Differentiated Instruction in the Merdeka Curriculum for Arabic Language Learning: An Ethnographic Study at SMAIT Raudhatul Jannah Cilegon

Abstract

Arabic Language at the senior high school level is one of the elective foreign language subjects that must be studied. However, the varying backgrounds and abilities of students present unique challenges in the learning process, particularly due to highly heterogeneous inputs: from students who have never studied Arabic, to those with moderate proficiency from Islamic-based schools, and students graduating from Islamic boarding schools with strong Arabic skills. The Merdeka Curriculum was introduced with an approach that focuses on the needs of learners, one of which is through the implementation of differentiated instruction. Differentiated instruction is a teaching approach in which teachers identify and teach students according to their individual talents, profiles, learning styles, and needs. This study aims to describe the practice of differentiated instruction in Arabic language learning at SMAIT Raudhatul Jannah Cilegon, to explore the experiences of teachers and students in its implementation, and to identify the strategies used, the challenges encountered, and the meaning of differentiated instruction for students. This research employs a qualitative approach using ethnographic methods. Data collection techniques include participant observation, in-depth interviews, and document analysis. The findings reveal that the implementation of differentiated instruction involves three main stages: mapping student needs, designing differentiation strategies (content, process, and product), and conducting evaluation and reflection. Teachers reported improved understanding of learning concepts and greater satisfaction in teaching. Meanwhile, students showed increased creativity, independence, and positive relationships with teachers. Key challenges in implementation include complex planning, time management, and the development of flexible materials. Overall, students felt valued, more comfortable in the learning process, and demonstrated higher motivation and active participation in Arabic language learning.