<![CDATA[Abstract.This study aims to analyze the management of teacher differentiation strategies in Islamic Religious Education (PAI) for slow learner students at SDN 250 Jakapurwa. The research focus encompasses slow learner characteristics, planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employed a qualitative approach with a case study method. Data were gathered through observation, in-depth interviews with PAI teachers, inclusive education teachers, and the school principal, along with documentation studies. Data analysis followed the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. The results indicate that slow learner students face cognitive barriers such as slow comprehension of abstract material, short-term memory limitations, and unstable concentration. PAI teachers manage differentiation through: (1) Planning: conducting diagnostic assessments to map learning readiness and interests; (2) Implementation: content differentiation via material simplification, process differentiation using the make a match method and peer tutoring, and product differentiation by adjusting task targets such as Iqra reading versus memorization; (3) Evaluation: flexible assessment tailored to individual capacities. The primary supporting factors are inclusive school policies, support from the Disability Service Unit (ULD), and teacher patience. Meanwhile, inhibitors include limited instructional time, lack of diverse learning media, and the absence of specific technical guidelines for PAI differentiation. In conclusion, the management of differentiation strategies is proven effective in increasing the participation and understanding of slow learner students, realizing inclusive and equitable PAI learning Abstrak.Penelitian ini bertujuan untuk menganalisis pengelolaan strategi diferensiasi oleh guru dalam Pendidikan Agama Islam (PAI) bagi siswa slow learner di SDN 250 Jakapurwa. Fokus penelitian mencakup karakteristik siswa slow learner, perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru PAI, guru inklusif, dan kepala sekolah, serta studi dokumentasi. Teknik analisis data mengikuti model Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa slow learner di sekolah tersebut memiliki hambatan kognitif berupa lambatnya pemahaman materi abstrak, daya ingat jangka pendek (short memory), dan konsentrasi yang tidak stabil. Guru PAI mengelola diferensiasi melalui: (1) Perencanaan: melakukan asesmen diagnostik untuk memetakan kesiapan dan minat belajar; (2) Pelaksanaan: diferensiasi konten melalui penyederhanaan materi, diferensiasi proses melalui metode make a match dan tutor sebaya, serta diferensiasi produk melalui penyesuaian target tugas seperti bacaan Iqra bagi yang belum mampu menghafal; (3) Evaluasi: penilaian fleksibel disesuaikan kemampuan individu. Faktor pendukung utama adalah kebijakan sekolah yang inklusif, dukungan Unit Layanan Disabilitas (ULD), dan kesabaran guru. Adapun hambatan meliputi keterbatasan waktu pembelajaran, media yang kurang variatif, serta belum adanya panduan teknis khusus diferensiasi PAI. Kesimpulannya, pengelolaan strategi diferensiasi terbukti efektif meningkatkan partisipasi dan pemahaman siswa slow learner, mewujudkan pembelajaran PAI yang inklusif dan berkeadilan]]>
