Model Diferensiasi Kurikulum Perspektif Pendidikan Nabawiyah dalam Pengembangan Kompetensi Sahabat

Abstract

The implementation of differentiated instruction within the Merdeka Curriculum faces challenges, particularly teachers’ difficulties in identifying students’ individual characteristics and the tendency to emphasize technical differentiation without an integrated Islamic educational framework. This study aims to reconstruct a curriculum differentiation model based on Prophetic Education (Pendidikan Nabawiyah) and examine its relevance to the implementation of the Merdeka Curriculum. This qualitative study employed a library research design. Data were collected from hadith compilations, sharh literature, classical Islamic educational works, and scholarly publications on differentiated instruction and the Merdeka Curriculum. Data were analyzed through content analysis involving data reduction, categorization, conceptual synthesis, and conclusion drawing. The findings indicate that curriculum differentiation in Prophetic Education is grounded in the recognition of fitrah (innate disposition), syakilah (individual disposition), and al-mauhibah (natural aptitude) as foundations for diagnostic assessment of students’ potential, interests, and learning readiness. The Prophet Muhammad’s ﷺ strategies in identifying, nurturing, and assigning roles to his Companions demonstrate an adaptive, gradual, and competency-based approach to differentiated instruction, integrating cognitive (head), practical (hand), and spiritual (heart) development. This study proposes a Prophetic Education-based curriculum differentiation model that integrates Islamic philosophical foundations, diagnostic assessment, differentiated instruction, and competency development to foster insān kāmil and muṣliḥ. Its novelty lies in extending curriculum differentiation beyond pedagogical techniques toward a holistic, tawḥīd-based educational framework.