<![CDATA[LEARNING STRATEGIES FOR ISLAMIC RELIGIOUS EDUCATION AT AL FALAH SPECIAL SCHOOL, SEMBAYAT GRESIK This study aims to examine the Islamic Religious Education (PAI) learning materials at SMPLB Al Falah Sembayat Gresik, the learning strategies applied for students with mentally retarded and deaf, as well as the challenges and corresponding solutions. The research employed a descriptive qualitative method with a phenomenological approach. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldana model, which includes data collection, reduction, display, and conclusion drawing. The findings indicate that the PAI materials taught include Qur’an and Hadith, Aqidah and Akhlak (Faith and Morality), Fiqh (Islamic Jurisprudence), and Islamic Civilization History, all adapted from the Merdeka Curriculum to suit students’ conditions. The learning strategy used is primarily expository (teacher-centered), combined with habituation and individualized approaches. The instructional media utilized include worship equipment, while the teaching methods involve lectures, demonstrations, and assignments.The main challenges identified are cognitive limitations, focus disorders, communication barriers, as well as a lack of facilities and teachers with special education backgrounds. The implemented solutions include individualized approaches, the use of visual media, flexible lesson plans (RPP), communication with parents, home delivery of assignments, teacher training, and class separation based on types of disabilities. This study highlights the importance of adaptive and collaborative learning to enhance the effectiveness of Islamic Religious Education for students with special needs.]]>
