Differentiated instruction in Qur'anic teaching for students with special needs : teacher practices and challenges in an inclusive pesantren

Abstract

This study examines the implementation of differentiated instruction (DI) in Qur'an teaching for students with ADHD and slow-learning characteristics at an inclusive pesantren in West Java, Indonesia. The primary focus is to explore how teachers adapt their teaching practices, the factors influencing the instructional decisions, and the challenges faced within a traditional Islamic educational setting. A qualitative single-site case study within an interpretive paradigm was employed. Participants were selected through purposive sampling and included four Qur'an teachers and two institutional leaders. Data were collected through in-depth interviews and classroom observation. Data analysis utilized a thematic approach involving both deductive and inductive coding. The findings indicate that teachers implement differentiated instruction across four key dimensions: content, process, product, and learning environment. The strongest form of process differentiation represents the most dominant form of adaptation, wherein traditional methods such as talaqqi and tikrar are modified through increased repetition frequency, chunking techniques, and the use of peer tutors. The content differentiation shows memorization targets and materials are individually tailored, and students with learning difficulties (slow learners) are provided with Latin script transcriptions. The product differentiation for students with special needs is measured by qualitative progress and foundational mastery rather than by quantitative achievement, as supported by descriptive progress reports from the school. Followed the learning environment differentiation achieved through emotional support routines and proximal seating with a teacher designed to maintain student focus. Research findings indicate that teachers' instructional decisions are largely driven by personal initiative and agency, developing organically from field observations rather than formal institutional guidelines. However, implementation faces significant challenges, including inconsistent learning retention among students with slower learning paces, a lack of formal professional training in special education, and systemic support that tends to respond more readily to visible physical disabilities than to cognitive or behavioral disabilities, such as ADHD. The study contributes to differentiated instruction in Qur'anic teaching in inclusive pesantren. These findings suggest that sustaining Qur'anic education in the inclusive learning environment requires institutionalizing differentiated instruction through systematic professional development, specialist support, and formal pedagogical guidelines for halaqah teachers.