The transformations of Islamic higher education in Indonesia have occurred since the establishment of STI to PTAIN, then IAIN and UIN. It has tremendous impact on the implementation of models of Islamic studies. At early stage of development, Islamic higher education in this country tends to follow a normative-idealistic approach of Islamic studies due to the huge influences of many Middle Eastern graduates. However, changes of Islamic studies approach come to exist when the Western graduates bring non-scriptualistic methodologies and multidisciplinary approach in Islamic studies. If compared to Malaysia, the two poles of Eastern or Western and Islamic or non-Islamic higher education types have been integrated with the paradigm of Islamization of knowledge. Recent development indicates that Malaysian and Indonesian universities have intensified their mutual cooperation through U to U or G to G Memorandum of Understanding. There are several ways of encounters, namely teacher (or lecturer) and student exchanges, literature line, bilateral cooperation, and informal factors. With the closer link between the two people of these countries, the bonds between Islamic studies connecting the two countries have become closer

This article discusses a new teaching approach that is in line with the latest education that focuses on student -centered learning. This approach to teaching Differentiated Instruction is in line with Imam Ibn Sahnun's thinking on the importance of teacher teaching that focuses on student learning style and justice to all students regardless of their level of ability and capability in the classroom. This approach is an appropriate paradigm shift in responding to the call of the Ministry of Education Malaysia in fulfilling the objectives of the Malaysian Education Development Plan 2013- 2025 which is to close the achievement gap among students and the expectations of the Ministry of Education Malaysia in the release letter number 14 of 2018 which states teacher evaluation to pupils are holistic (Ministry of Education Malaysia, 2018). Differentiated Instruction is a relevant teaching method and suitable for use in teaching because it has a teaching aspect that involves all students without differentiating between students whether the students have excellent, moderate, or poor level of learning mastery. This article focuses on the philosophy of Differentiated Instruction which emphasizes on the learning style of students and also the thinking of Imam Ibn Sahnun who emphasizes on the teaching of teachers who should give justice to all students regardless of the background of students and so on and should be the method of teaching Differentiated Instruction very appropriately used in teaching to diverse pupils.

No abstract

No abstract

No abstract