<![CDATA[Differentiated learning is a key strategy in the Independent Curriculum that accommodates diverse student readiness, interests, and learning styles. This study examines the implementation of differentiated learning in the Al-Qur'an Hadith subject for grade XI at MAN 2 Mataram, integrated with the Deep Learning approach (mindful, meaningful, joyful learning) on halal and thayyib food. The research aims to describe the process of implementing differentiation, identify supporting and inhibiting factors, and analyze student responses to the learning. The study used a qualitative case study approach. Data were obtained through in-depth interviews with two teachers and eight grade XI students, observations, and documentation of teaching modules, lesson plans, and student work. The results show that teachers have implemented differentiation in the content, process, and product of learning. Students are given the freedom to choose the form of final assignments according to their interests and abilities, such as educational videos or analytical papers. The novelty of this study is the description of the implementation of contextual differentiation in the Al-Qur'an Hadith subject in madrasas. The study concludes that differentiated learning can increase student motivation, activeness, and understanding, although it still faces challenges of teacher adaptation and variations in student independence. The support of madrasah leadership and infrastructure are key factors for success.]]>
