Differentiated Content in Arabic Language Learning under the Merdeka Curriculum in Madrasah Ibtidaiyah

Abstract

Student diversity in readiness, prior knowledge, learning pace, interests, and learning characteristics poses a significant challenge in Arabic language learning at the elementary madrasah level. The Merdeka Curriculum provides opportunities to address this diversity through differentiated instruction, including content, process, and product differentiation. However, empirical studies on differentiated content in Phase B Arabic language learning remain limited. This study analyzes the implementation of differentiated content in Arabic language learning under the Merdeka Curriculum at Madrasah Ibtidaiyah Terpadu Mutiara Assyifa, Bengkulu City, and identifies the challenges encountered by teachers and students. A qualitative descriptive approach was employed, with data collected through classroom observations, semi-structured interviews, and documentation involving the principal, curriculum coordinator, Arabic teacher, and fourth-grade students. Data were analyzed through reduction, display, and conclusion drawing, with credibility strengthened through source and technique triangulation. The findings show that differentiated content was implemented through student ability mapping, flexible grouping, adaptation of material complexity, multimodal learning resources, differentiated assignments, and formative assessment. Beginning learners received vocabulary and texts supported by pictures and explicit explanations, while more proficient students engaged with more complex texts and tasks. PowerPoint presentations, pictures, texts, and videos provided varied representations of learning content. Implementation challenges included differences in student abilities, classroom management, limited instructional facilities, and the additional time and creativity required to prepare differentiated materials. The study provides empirical evidence from Phase B madrasah ibtidaiyah and proposes a content-differentiation framework linking student readiness, material complexity, multimodal resources, learning tasks, and formative assessment.