Differentiated Learning Using the Project-Based Learning (PjBL) Model as an Effort to Develop Students’ Creativity Amid the Demands of the Merdeka Curriculum
Keywords:
Differentiated Learning, Project-Based Learning (PjBL), Creativity, Merdeka CurriculumAbstract
The Merdeka Curriculum promotes educational practices that accommodate the diversity of student characteristics, one of which is through the implementation of differentiated instruction. Additionally, the curriculum emphasizes the development of the Pancasila Student Profile, particularly the creativity dimension. This study aims to examine the implementation of differentiated instruction through the Project-Based Learning (PjBL) model in fostering students' creativity in Islamic Religious Education (PAI). This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's model, which includes data condensation, data display, and conclusion drawing and verification. Data validity was ensured through source and technique triangulation. The findings indicate: (1) The initial stage involved teacher training (IHT), development of teaching modules, and diagnostic assessments to identify students' learning styles and characteristics; (2) The implementation phase consisted of opening activities, core learning activities, and closing activities, all tailored to students’ needs; (3) Evaluation was conducted through diagnostic, formative, and summative assessments. The study concludes that integrating differentiated instruction with the PjBL model effectively supports the development of students' creativity. This approach offers a relevant and practical strategy to enhance the quality of Islamic Religious Education learning within the framework of the Merdeka Curriculum.
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