<![CDATA[This study examines how differentiated learning is implemented in Fiqh instruction and how teachers and students experience its contribution to classroom participation and learning outcomes in Grade VIII at MTs Negeri Gowa, Indonesia. A descriptive qualitative design was used. Data were obtained through classroom observation, interviews, learning-outcome tests, and documentation of instructional planning and supporting records. The analysis followed data reduction, data display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings indicate that differentiation was enacted through three main dimensions: content, process, and product. Content was adjusted to students’ readiness through core concepts, enrichment activities, textual analysis, and case-based tasks. Process differentiation involved discussion, questioning, worship practice, collaborative tasks, and other varied learning activities. Product differentiation provided students with alternatives such as summaries, presentations, posters, and simple projects. The reported classroom evidence also indicated increased participation, motivation, confidence, and learning achievement during the implementation period. Teacher readiness, learning-needs mapping, and a supportive classroom climate facilitated implementation, whereas limited instructional time and heterogeneous student abilities constrained it. The study contributes contextual evidence that differentiated learning can support responsive Fiqh instruction, while the qualitative design does not permit a causal estimate of its effect on achievement.]]>
