Nada Ramadina
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Penelitian ini bertujuan untuk mengetahui implementasi model
pembelajaran kelas rangkap (multigrade teaching) di Maahad Darul Azhar
Malaysia serta dampaknya terhadap hasil belajar santri. Penelitian ini menggunakan
pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data
dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian
menunjukkan bahwa implementasi pembelajaran kelas rangkap dilakukan dengan
menggabungkan beberapa tingkatan kelas dalam satu ruang pembelajaran dengan
bimbingan satu orang guru. Guru menerapkan strategi pembelajaran diferensiasi,
tutor sebaya, pembelajaran mandiri, dan pembelajaran kolaboratif untuk
menyesuaikan kebutuhan belajar santri yang berbeda-beda. Implementasi
pembelajaran kelas rangkap memberikan dampak positif terhadap hasil belajar
santri, terutama dalam meningkatkan kemandirian, kerja sama, dan keaktifan
belajar. Namun, dalam pelaksanaannya masih terdapat beberapa kendala, seperti
keterbatasan tenaga pendidik, pengelolaan waktu pembelajaran, dan perbedaan
kemampuan santri dalam satu kelas. Berdasarkan hasil penelitian tersebut, dapat
disimpulkan bahwa model pembelajaran kelas rangkap (multigrade teaching) dapat
menjadi alternatif pembelajaran yang efektif dalam lingkungan pendidikan Islam.
Kata Kunci: Hasil Belajar; Kelas Rangkap; Multigrade Teaching; Pendidikan Islam.


This study aimed to determine the implementation of the multigrade teaching
model at Maahad Darul Azhar Malaysia and its impact on students’ learning
outcomes. This study employed a qualitative approach using a case study method.
Data were collected through observation, interviews, and documentation. The
results showed that the implementation of multigrade teaching was carried out by
combining several grade levels in one classroom under the guidance of one teacher.
Teachers applied differentiated learning strategies, peer tutoring, independent
learning, and collaborative learning to accommodate students’ different learning
needs. The implementation of multigrade teaching had a positive impact on
students’ learning outcomes, especially in improving independence, cooperation,
and learning activeness. However, several obstacles were still found in its
implementation, such as limited teaching staff, time management in learning
activities, and differences in students’ abilities within one classroom. Based on the
findings, it can be concluded that the multigrade teaching model can be an effective
alternative learning model in Islamic educational institutions.
Keywords: Islamic Education; Learning Outcomes; Multigrade Classroom;
Multigrade Teaching.