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Zurina Mustaffa
Zaharah Hussin
Abdul Muhsien Sulaiman
Abdul Hadi Sulaiman
Zuraini Yaakub
Aisah Hasmam


Various teaching approaches have been adopted by teachers nowadays. However, the circulation and current educational needs have encouraged today's teachers to diversify teaching methods to meet the needs of students. In fact, the need for methodological diversity is very necessary when students are in a mixed class and there is no longer class segregation into smart, average, and weak classes. As a result, the Malaysian Ministry of Education has developed a new teaching approach to meet the diversity of students, which is the Differentiated Pedagogy approach. Therefore, the researcher has taken the initiative by developing a Differentiated Pedagogy Model (MPTQr) to be used by Islamic Education teachers as a guide in teaching and learning. The purpose of this study is to determine the level of development needed for the Differentiated Pedagogy Model (MPTQr) among Islamic Education teachers and to see its applicability among teachers. The researcher used a quantitative method involving a set of inventory questionnaires given to 361 teachers in the Southern Zone of Malaysia. This questionnaire has been modified and obtained a validity and reliability value with a Cronbach alpha value of 0.90. The researcher also used a qualitative method involving semi-structured interviews with five Islamic Education teachers. The interview protocol used has also been validated by four language, content, and methodology experts. The findings of the study show that there is a high need for the development of a Differentiated Pedagogy Model (MPTQr) and the interview findings from five teachers also show that this Pedagogy Model can be used in teaching and learning in the classroom. The implications of the study show that a Differentiated Pedagogy Model (MPTQr) needs to be developed, and the results of using this model show that teachers can help smart, average, and weak students learn together in the classroom. Accordingly, this study is very beneficial to the Malaysian Ministry of Education, the State Department of Education, and the District Education Office. In addition, this model also has a great impact on stakeholders such as Lecturers at Teacher Education Institutes, Principals, Headmasters, facilitators, teachers, and students because it can be used as a guideline in the implementation of Differentiated Pedagogy.


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