Ddiferensiasi Pembelajaran Anak Usia Dini Prespektf Islamic Education Dalam Kurikulum Merdeka

Abstract

Differentiated instruction is one of the primary approaches emphasized in the implementation of the Kurikulum Merdeka (Independent Curriculum), including at the Early Childhood Education (PAUD) level. This approach places children at the center of the learning process by accommodating individual differences in interests, talents, needs, learning styles, and developmental stages. This article aims to systematically review the concepts, principles, and implementation of differentiated instruction in early childhood education based on recent and relevant research findings. The study employs a literature review method, mainly examining 10 recent scientific journal articles, supported by secondary literature such as books and national policy documents. The findings indicate that differentiated instruction in early childhood education not only prevents children from experiencing frustration when encountering overly complex materials but also positively contributes to their cognitive, socio-emotional, and creative development, as well as their readiness for the next educational level. Furthermore, the Kurikulum Merdeka provides extensive flexibility for early childhood educators to apply differentiated instruction through adaptable planning, diagnostic assessments, and genuinely child-centered activities. This article is expected to serve as both a conceptual and practical reference for early childhood educators and administrators in optimally implementing differentiated instruction.