<![CDATA[This study addresses the problem of the traditional "one-size-fits-all" approach in teaching Fiqih (Islamic Jurisprudence), which often fails to engage a diverse student population and hinders deep comprehension within the context of Indonesia's student-centered Merdeka Curriculum. Therefore, this research aims to describe and analyze the implementation of Differentiated Instruction (DI) in Fiqih classes. Employing a qualitative case study method, data were collected through classroom observations, interviews with the Fiqih teacher and students, and analysis of lesson plans and student work at MTs Muhammadiyah Tanjung Ampalu. The findings, as answers to the research objective, reveal that DI was systematically implemented through: 1) differentiation of content via varied resources (texts, infographics, videos); 2) differentiation of process through activity choices (discussions, mind-maps, simulations); and 3) differentiation of product by allowing diverse outputs (posters, videos, essays). This approach significantly enhanced student engagement and understanding. A key limitation of this study is its restricted generalizability, as it is confined to a single case study context, suggesting the need for broader, multi-site future research.]]>
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