IMPLEMENTATION OF DIFFERENTIATED LEARNING MODEL WITH INQUIRY METHOD IN IRE LEARNING IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS

Abstrak

This study aims to analyse the application of the differentiated learning model with the inquiry method in Islamic Religious Education (IRE) learning and its impact on improving students' critical thinking skills. Differentiated learning tailored to students' needs, abilities, and interests, as well as inquiry methods that focus on active inquiry and questioning, are seen as two mutually supportive approaches to developing critical thinking skills. This literature study examines various relevant sources regarding both approaches, as well as how they can be applied in the context of IRE learning to create more effective and meaningful learning experiences. The results of the study show that the application of differentiated learning models can provide space for students to learn according to their ability level, making it easier for them to understand and analyse the teachings of Islam in more depth. In addition, the inquiry method, which emphasises students' active involvement in seeking and investigating information, can encourage them to think more critically about religious concepts. The combination of these two approaches has been proven to improve students' ability to analyse, evaluate, and relate religious knowledge to a broader social situation. This study concludes that the implementation of differentiated learning models with inquiry methods in IRE learning can improve students' critical thinking and make a positive contribution to shaping a more reflective and applicable understanding of religion.