Differentiated Instruction in Melayu Islam Beraja: Exploring Teachers’ Experiences Through the Lens of Intention, Subjective Norms, and Perceived Behavior Control

In today’s evolving education system, there is an increasing demand for teaching approaches that are inclusive and student-centered. A relevant approach is Differentiated Instruction, which aims to meet students' diverse learning needs. However, its implementation in the teaching of Melayu Islam Beraja (MIB) in Brunei Darussalam has not been widely explored. Therefore, this study explores on the implementation of Differentiated Instruction by MIB teachers in their classrooms and the impact it has on their teaching practices. A qualitative, phenomenological approach was employed, involving nine teachers from five government secondary schools, selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, then were analysed using Atlas.ti 9. To ensure validity and reliability of this research, triangulation, participant validation, a pilot study, and supervisor verification were carried out. The findings reveal that the use of Differentiated Instruction in MIB teaching is categorized under three main components: Attitudes towards behavior, Subjective Norms and perceived behavior control. On the whole, the study highlights that Differentiated Instruction is a useful and effective pedagogical approach for the MIB subject. It is recommended that teachers continue to develop their skills in Differentiated Instruction through ongoing professional training. This will help them better meet students’ varied learning needs and improve teaching quality within Brunei’s education system.