<![CDATA[This research was motivated by the gap between the demands of the Independent Curriculum and actual practice, where Islamic Religious Education (PAI) teachers at Muhammadiyah Pagar Alam Senior High School have not fully implemented the differentiated learning strategy. The focus of this research is to identify the obstacles faced by PAI teachers in implementing this strategy and analyze the efforts made to overcome them. Using a descriptive qualitative approach, the main research steps included data collection through observation, in-depth interviews with PAI teachers and the curriculum vice-adviser, and documentation studies. Key findings indicate that the implementation of differentiated learning is hampered by several obstacles, including: limited supporting resources, a lack of understanding of students' interests and talents, limited learning time, and teachers' adaptation period to the new curriculum. In response, various efforts have been undertaken, such as early identification of student characteristics by teachers and collaboration with guidance and counseling teachers to map student potential. In conclusion, although the implementation of the differentiated learning strategy has not been optimal due to various obstacles, teachers and the school have proactively formulated solutions to facilitate more personalized, participatory learning that meets each student's learning needs according to their potential. ABSTRAKPenelitian ini dilatarbelakangi oleh adanya kesenjangan antara tuntutan Kurikulum Merdeka dengan praktik di lapangan, di mana guru Pendidikan Agama Islam (PAI) di SMA Muhammadiyah Pagar Alam belum sepenuhnya menerapkan strategi pembelajaran diferensiasi. Fokus penelitian ini adalah untuk mengidentifikasi kendala yang dihadapi guru PAI dalam implementasi strategi tersebut serta menganalisis upaya yang dilakukan untuk mengatasinya. Menggunakan pendekatan kualitatif deskriptif, langkah penelitian utama meliputi pengumpulan data melalui observasi, wawancara mendalam dengan guru PAI dan waka kurikulum, serta studi dokumentasi. Temuan utama menunjukkan bahwa implementasi pembelajaran diferensiasi terhambat oleh beberapa kendala, antara lain: keterbatasan sumber daya pendukung, kurangnya pemahaman siswa akan minat dan bakatnya, waktu pembelajaran yang terbatas, serta masa adaptasi guru terhadap kurikulum yang masih baru. Sebagai respons, berbagai upaya mulai dilakukan, seperti identifikasi awal karakteristik siswa oleh guru, serta kolaborasi dengan guru BK/BP untuk memetakan potensi siswa. Kesimpulannya, meskipun penerapan strategi pembelajaran diferensiasi belum optimal akibat berbagai kendala, pihak guru dan sekolah telah proaktif merumuskan langkah-langkah solutif untuk memfasilitasi pembelajaran yang lebih personal, partisipatif, dan mampu memenuhi kebutuhan belajar setiap siswa sesuai potensinya.]]>
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