Differentiation Strategies for Arabic Language Learning in the Context of the Independent Curriculum: A Solution for Diverse Student Abilities

This research examines differentiation strategies in Arabic language teaching within the framework of the Merdeka Curriculum, relying on existing literature reviews to identify challenges and successes discussed in previous studies. Given the variation in students' abilities in reading, writing, speaking, and listening, differentiation strategies are considered essential to meet individual student needs. This study employs a literature review method to analyze studies related to the implementation of differentiation strategies in language learning, particularly Arabic language in the context of the Merdeka Curriculum. The results show that the use of differentiation strategies allows for adjustments in content, process, and learning products, ultimately increasing student engagement and learning outcomes. However, the implementation of these strategies faces various obstacles, such as limited resources, lack of adequate teacher training, and policy gaps. Although the Merdeka Curriculum provides flexibility in implementing these strategies, enhancing resources and teacher training is crucial to maximize their implementation. This research also recommends developing differentiation-based learning models integrated with the Merdeka Curriculum and improving professional training for teachers.