Constructive Alignment of Differentiated Instruction and Assessment in Islamic Religious Education: Implications for Enhancing Tafaqquh fi al-Din in Indonesia's Merdeka Curriculum

Abstract

This study evaluates the alignment between differentiated instructional materials and assessment practices in Islamic Religious Education (PAI) within the implementation of Indonesia's Merdeka Curriculum. Using a qualitative evaluative case study design, the research involved Islamic Religious Education teachers, school administrators, and students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that differentiated instructional materials have generally accommodated students' learning readiness, interests, and learning profiles through variations in content, learning processes, and learning products. However, assessment practices remain only partially aligned, as summative evaluation continues to rely predominantly on standardized written examinations despite the adoption of authentic assessment methods. The study further reveals that stronger alignment between differentiated instruction and differentiated assessment enhances students' comprehensive religious understanding (tafaqquh fi al-din), including cognitive mastery, affective internalization of Islamic values, and observable religious practices. These findings highlight the importance of strengthening teachers' assessment literacy to achieve meaningful implementation of differentiated learning in Islamic Religious Education.