Designing a Framework for Differentiated Instruction in Early Childhood Islamic Education Based on Deep Learning Strategies

Abstract

Islamic early childhood education faces the challenge of accommodating the diversity of children's learning abilities and needs, which requires an innovative, adaptive learning approach. This research aims to design a differentiated instruction framework grounded in deep learning strategies for Early Childhood Islamic Education, with an emphasis on integrating Islamic values to support children's holistic development. The research method involves a systematic review of current literature, including Tomlinson's theory of differentiated instruction, the concept of deep learning, and the practice of early childhood Islamic education. The study found that integrating differentiated instruction and deep learning increased children's motivation to learn, deep understanding, and character development by adjusting methods, materials, and evaluations to be responsive to individual needs. The proposed framework includes identifying children's needs, implementing active learning methods, and engaging stakeholders, though challenges such as limited teacher training and digital resources need to be addressed. The conclusion of the study emphasizes the importance of this approach in forming a generation that is intellectually intelligent and possesses noble character in accordance with Islamic teachings, with recommendations for implementation through continuous training and the development of educational technology.