<![CDATA[This study aims to analyze the social and pedagogical competencies of Islamic Religious Education (PAI) teachers in overcoming student learning difficulties at UPT SDN 74 Bolang, Enrekang Regency. Employing a qualitative descriptive approach with a case study method, data were collected through participatory observation, in-depth interviews, and documentation involving the principal, two PAI teachers, four homeroom teachers, and eight students. The findings reveal that: (1) The social and pedagogical competencies of PAI teachers play a vital role in creating a conducive learning environment through empathic communication, personal approaches, and differentiated instruction; (2) Student learning difficulties are multidimensional, encompassing cognitive difficulties in understanding abstract religious concepts and Arabic readings, as well as affective and psychomotor challenges influenced by internal and external factors; (3) Key supporting factors include teachers' adaptive competencies, school policy support, and inter-teacher collaboration, while barriers include student ability heterogeneity, limited time, minimal learning media, administrative burden, and low parental involvement; (4) The implementation of personal, active-contextual, and collaborative strategies proved effective in enhancing students' comprehension and participation. This study recommends continuous technology-based teacher competency development and a holistic approach involving schools, families, and the social environment.]]>
