Design and Implementation of the PAI Cerdas Model: A Differentiated Deep Learning-Based Approach to Support SDG 4 in Indonesian Junior High Schools

Abstract

This study explores the implementation of differentiated instruction based on a deep learning approach in Islamic Religious Education (PAI) and develops an innovative learning model that responds to student diversity in junior high schools in Indonesia. A qualitative multiple-case study was conducted across three junior high schools in East Java (SMP Muhammadiyah 08 Batu, SMPN 30 Malang, and SMPN 1 Lawang), with data collected through participatory observation, in-depth interviews, and document analysis. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model. Findings indicate that differentiated deep learning in PAI occurs through three interconnected stages: planning (diagnostic assessments and learning style mapping), implementation (content, process, and product differentiation via digital media, group work, simulations, and projects), and evaluation (formative and summative assessments with ongoing monitoring by school leaders). Co-curricular programs, such as Sunday School, Student Exchange, and the Golden Habit (Gobit) initiative, further reinforce reflective and experiential learning. The study introduces the PAI CERDAS model, which identifies five dimensions (Cheerful, Empathetic, Rational, Deep, and Aware) that enhance student engagement, reflective thinking, and positive behavioral change, as evidenced by student participation and feedback. Ultimately, this research advances innovative Islamic pedagogical practices and provides a clear framework for student-centered, reflective PAI learning aligned with Sustainable Development Goal 4.