IMPLEMENTATION OF DIFFERENTIATED LEARNING IN ISLAMIC RELIGIOUS EDUCATION SUBJECTS IN INCREASING STUDENTS’ LEARNING MOTIVATION AT JUNIOR HIGH SCHOOL 4 GLENMORE SATU ATAP

Paradigm The traditional learning paradigm is undergoing a transformation towards an approach that is more inclusive and relevant to the times. This new concept is an evolution of previous learning practices, not an entirely new invention. not an entirely new invention. In conventional learning models, students tend to be passive and only act as recipients of knowledge. The teacher is in full control in the teaching-learning process. Differentiated learning comes as a very relevant innovation to create a more student-centered learning environment and meet the demands of the 21st century. learning environment that is more student-centered and meets the demands of the 21st century. Teachers are required to be more creative in designing interesting learning activities and preparing various content and learning scenarios that are adapted to meet the demands of the 21st century. prepare a variety of content and learning scenarios that are tailored to the unique characteristics of each student. This research aims to analyze the impact of differentiated learning on increasing students' learning motivation in Islamic Religious Education subjects at SMPN 4 Glenmore One Roof. By using a descriptive qualitative approach, approach, this research collects data through in-depth interviews, participatory participatory observation, and documentation study. The results showed that the implementation of differentiated learning has succeeded in increasing students' motivation to learning motivation because they are given the freedom to learn according to their preferences and abilities. preferences and abilities, so that the understanding of the material becomes optimized.