A Community-Based Differentiated Arabic Learning Model within Indonesia’s Merdeka Curriculum: Empirical Evidence from Islamic Primary Education
DOI:
https://doi.org/10.22437/ad-dhuha.v8i1.54194Keywords:
differentiated instruction, community-based learning, project-based learning, Arabic language teaching, student engagemeAbstract
This study aims to analyze the effectiveness of the Community-Based and Differentiated Arabic Language Learning Model (CBDALM) within the framework of the Merdeka Curriculum in developing reading and writing skills among elementary school students, particularly in light of the limited implementation of differentiated instruction and project-based learning in this context. The study employed a mixed-method approach using a quasi-experimental design with pre-test and post-test control groups. The sample consisted of elementary students in an Islamic educational settingThe results revealed statistically significant differences in favor of the experimental group in both reading and writing skills, with a large effect size. In addition, there was a noticeable improvement in student engagement through interactive and contextual learning activities. The study contributes by proposing an integrative instructional model that combines differentiated instruction and project-based learning within an Islamic educational context.
Downloads
References
Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2), 108–116. https://doi.org/10.1093/elt/cci024
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hake, R. R. (1999). Analyzing change/gain scores. Unpublished manuscript, Indiana University.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2024). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development, 45(8), 3415-3433. https://doi.org/10.1080/01434632.2022.2099407
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In The Cambridge Handbook of the Learning Sciences.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford.
Smale-Jacobse, A. E., et al. (2019). Differentiated instruction in secondary education: A systematic review. Educational Research Review, 27, 1–19. https://doi.org/10.3389/fpsyg.2019.02366
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ad-Dhuha
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1.png)
