<![CDATA[Abstract: Prayer is obligatory worship for all Muslims, including mentally retarded student who are Muslim. This requires adaptive learning that can adapt to the characteristics of mentally retarded student. The study was conducted on three mentally retarded students who were in the mild, moderate, and severe categories. The case study uses interview, observation, and documentation methods. The results showed that learning prayer in class X SLB YPPABK was carried out with adaptive learning. Student with mild mental retardation can feel happy and satisfied when praying on time and trying to always be orderly in the implementation of the five daily prayers. While psychomotor can perform the prayer movement well. What is the subject's cognitive mastery at the evaluation stage, namely the condition where the issue has tried to improve the quality of his prayer by continuously improving the quality of reading. Students with mental retardation in the moderate category can feel happy, and satisfied when praying on time but cannot be ordered in the implementation of the five daily prayers. Learning outcomes psychomotor able to carry out the prayer movement well but still need direction from other people, namely parents and teachers. The subject's cognitive mastery is at the understanding stage. Meanwhile, students with severe mental retardation have not shown happy emotions when praying on time. His knowledge of prayer is still scanty and requires direction. The best learning outcomes are in the psychomotor aspect, which can carry out prayer movements under the direction of parents and teachers. Keywords: Mentally Retarded Students, Prayer Learning, SLB Abstrak: Shalat merupakan ibadah wajib bagi seluruh umat Islam, termasuk siswa Tunagrahita yang beragama Islam. Hal ini membutuhkan pembelajaran adaptif yang mampu meyesuaikan dengan karakteristik siswa Tunagrahita. Penelitian dilaksanakan kepada tiga siswa Tunagrahita yang berada pada kategori ringan, sedang dan berat. Studi kasus menggunakan metode wawancara, observasi, dan dokumentasi . Hasil penelitian menunjukkan bahwa pembelajaran sholat di kelas X SLB YPPABK dilaksanakan dengan pembelajaran adaptif. Siswa Tunagrahita kategori ringan mampu merasakan rasa senang dan puas ketika melaksanakan shalat tepat waktu dan berusaha untuk selalu tertib dalam pelaksanaan shalat lima waktu. Sedangkan secara psikomotorik mampu melaksanakan gerakan shalat dengan baik. Penguasaan kognitif subyek berapa pada tahap evaluasi yaitu kondisi dimana subyek sudah berusaha memperbaiki kualitas shalatnya dengan terus memperbaiki kualitas bacaan. Siswa Tunagrahita kategori sedang mampu merasakan rasa senang, puas ketika melaksanakan shalat tepat waktu tetapi belum bisa tertib dalam pelaksanaan shalat lima waktu. Hasil belajar psikomotorik mampu melaksanakan gerakan shalat dengan baik tetapi masih membutuhka arahan dari orang lain, yaitu orang tua dan guru. Penguasaan kognitif subyek berada pada tahap pemahaman. Sedangkan siswa Tunagrahita kategori berat belum menunjukkan emosi senang ketika melaksanakan shalat tepat waktu. Pengetahuannya tentang sholat masih sedikit dan memerlukan arahan. Hasil belajar yang paling baik ada pada aspek psikomotorik, yaitu mampu melaksanakan gerakan sholat dengan arahan orangtua dan gurunya. Keywords: Pembelajaran Sholat, Siswa Tunagrahita, SLB]]>
