Deep Learning Framework Through Differentiated Instruction: A Conceptual Model from a Multisite Study on Moral Education in Elementary Schools
Keywords:
Deep Learning Framework, Differentiated Instruction, Conceptual Model, Meaningful-Mindful-Joyful Learning, Islamic Religious EducationAbstract
Abstract. This study responds to a conceptual gap in the differentiated-instruction literature within Islamic Religious Education (PAI): most prior works describe how differentiation is implemented, but few explain the structural relationship between differentiation and deep learning. This article aims to construct a conceptual framework, termed the “Deep Learning Framework Through Differentiated Instruction,” derived from qualitative multisite case-study data collected through in-depth interviews with 11 PAI teachers, 11 principals, and 11 students, supported by observation and documentation across eleven elementary schools in Bukit Kecil, Palembang. Rather than re-describing planning, delivery, and evaluation practices, this article synthesizes teachers’ conceptual understanding of deep learning together with theoretical anchors from Ausubel, Dewey, Flavell, Deci and Ryan, Kolb, and Weimer to explain how differentiated instruction functions as a precondition for meaningful, mindful, and joyful learning, which in turn constitute deep learning. The resulting framework proposes nine sequential constructs: differentiated instruction, learning readiness mapping, adaptive planning, flexible learning process, reflective assessment, meaningful learning, mindful learning, joyful learning, and deep learning. The framework offers a theoretical contribution distinct from implementation-focused studies and provides a conceptual reference for developing and evaluating deep-learning-oriented moral education in elementary schools.
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