<![CDATA[Learning difficulties accompanied by emotional control issues hinder the learning process; consequently, Islamic Religious Education (PAI) teachers are required to support students in managing their emotions to ensure an optimal learning experience. This investigation aims to analyze the efforts made by PAI teachers specifically the supporting and inhibiting factors in addressing learning difficulties caused by emotional control issues at SD Alam Azzahra Way Jepara. Data sources included the school principal, PAI teachers, homeroom teachers, and students, utilizing interview, observation, and documentation techniques within a descriptive qualitative framework. The gathered data were analyzed via the stages of data reduction, data presentation, and conclusion drawing. The outcomes reflect that PAI teacher interventions include personal approaches, motivation, the cultivation of religious values, counseling, and leading by example, alongside the involvement of homeroom teachers and parents incorporating programs such as parenting sessions, family camps, outbound activities, backpacking trips, and camping, as well as maintaining a conducive school environment and providing teacher attention. Inhibiting factors include the difficulty of controlling emotions, diverse student personalities, a lack of parental support, time constraints, and the influence of the environment outside the school. The success of the PAI teacher's efforts depends on the synergy between the teacher, the school, and the family.]]>
