Implementation of a Differentiated Christian Religious Education Learning Model Based on the Characteristics of Elementary School Students at SD S 101940 Bina Artha

Abstract

Christian Religious Education (PAK) learning at the elementary school level plays a strategic role in shaping students’ character, faith, and spirituality. However, the diversity of student characteristics in terms of learning readiness, interests, and learning styles requires a more flexible and adaptive approach. This study aims to examine the implementation of a differentiated learning model in the Christian Religious Education subject at SD S 101940 Bina Artha. The research employed a qualitative approach with a case study method. The research subjects included the Christian Religious Education teacher, the school principal, and Grade IV and V students. Data were collected through classroom observations, in-depth interviews, and document analysis. Data analysis was conducted thematically through the stages of reduction, presentation, and conclusion drawing. The findings reveal that the Christian Religious Education teacher implemented differentiated learning in three main aspects: content, process, and product. These strategies were applied through the use of varied learning media, grouping based on learning styles, and offering options in the form of final assignments. The application of this model had a positive impact on students’ motivation, participation, and understanding of Christian values. Students felt valued in the learning process and demonstrated improvement in both cognitive and affective domains. Nevertheless, challenges were encountered, such as limited time and the need for training in designing adaptive learning. The school responded to these challenges by organizing internal training sessions and promoting teacher collaboration. These findings indicate that differentiated learning can serve as an effective approach in religious education, particularly in contexts that require appreciation of student diversity. This study recommends strengthening institutional support and enhancing teacher competencies as prerequisites for the successful implementation of differentiated learning in Christian Religious Education at the elementary school level.