MULTIPLE INTELLIGENCES-BASED DIFFERENTIATED LEARNING FOR INCLUSIVE EDUCATION IN ISLAMIC MADRASAHS
A CASE STUDY OF SLOW LEARNER STUDENTS
DOI:
https://doi.org/10.30868/ei.v15i04.10875Keywords:
Multiple Intelligences, Inclusive Education, Slow Learner, Instructional Differentiation, Self-EfficacyAbstract
This qualitative case study research aims to explore the process of developing self-efficacy and evaluate the effectiveness of a multiple intelligences-based differentiation approach in bridging the academic potential gap of slow learner students in Islamic Education (PAI) subjects. The study was conducted at MI Ibnu Hajar 01 Bogor involving a total of 11 participants selected via purposive sampling, consisting of 8 slow learner students (5 sixth-graders and 3 fifth-graders) identified through initial diagnostic assessment, 2 classroom and PAI teachers, 1 principal, and 5 parents acting as co-educator partners. Data were collected over six months (January–June 2026) through diagnostic screening, 24 classroom observation sessions, in-depth interviews, and authentic portfolio analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña with source and technique triangulation to ensure research credibility. Empirical findings indicate that the implementation of multiple intelligences-based differentiation combined with chunking techniques, idiographic assessment, and the internalization of prophetic gentleness (Rifq) transformed students' psychological conditions from academic anxiety and learned helplessness toward mastery experiences. The measurable changes observed included an increase in attention span from an average of 3–5 minutes to 15–20 minutes, classroom engagement scores increasing from passive (average 3.0) to active (average 8.5), and the achievement of adaptive mastery criteria (≥ 75) from initial diagnostic scores ranging between 22.5 and 55.0. It is concluded that triadic collaboration within an operational "ecology of care" framework successfully strengthens students' self-efficacy and reduces negative stigma in the madrasah environment.
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