<![CDATA[This study aimed to describe the implementation of process differentiation in Islamic Religious Education (IRE) learning for students with autism at SMP Al-Firdaus Sukoharjo and to identify the supporting and inhibiting factors influencing its implementation. The study employed a qualitative approach using field research. The research subjects consisted of two students with autism in Grades VIII and IX, while the informants included an Islamic Religious Education teacher, Special Education Teachers (SETs), and regular students. Data were collected through in-depth interviews, non-participant observations, and documentation. Data trustworthiness was established through source and method triangulation, while data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that process differentiation was initiated through needs-based instructional planning and implemented by applying flexible teaching methods, utilizing visual learning media, modifying learning activities and assignments, employing adaptive pedagogical communication, managing students' emotional conditions, and providing positive reinforcement. The implementation was supported by collaboration among the IRE teacher, Special Education Teachers, the inclusive education team, and parents, as well as the use of visual media and school-based therapy services. The main challenges included fluctuations in students' mood, emotional instability, difficulties in understanding instructions, limited social interaction, and fatigue following therapy sessions.]]>
