<![CDATA[Differences in learning conditions, such as learning styles, motivations, and student backgrounds, make uniform materials ineffective. Teachers struggle to allocate attention fairly, resulting in passive classroom interactions, triggering emotional gaps and declining student learning outcomes. The purpose of this study is to describe teachers' adaptive and contextual approaches in managing heterogeneous classes at MTs Mursyidut Thullab, West Sinjai District. The research approach used was a qualitative case study method. The research subjects were subject teachers selected purposively based on their teaching experience, involvement in classroom management, and professional development activities. Data collection techniques included in-depth interviews, observation, and documentation. The results showed that teachers were able to design and implement learning that was responsive to the diversity of student characteristics, both in terms of academic ability, socioeconomic background, and learning styles. Differentiated learning strategies, the use of peer tutors, and authentic assessments were implemented to accommodate student needs. Teachers also created an inclusive classroom environment and built positive interactions between students. In terms of professional development, teachers actively participated in reflective activities and online training despite being located in remote areas. This study provides practical guidance for teachers in implementing differentiated learning in madrasas. The study's findings encourage schools to create inclusive classroom policies to reduce learning gaps. Furthermore, geographical limitations have proven to be no barrier for teachers to continuously improve their professional competencies. Broadly speaking, this adaptive model serves as a practical reference for managing heterogeneous classrooms in remote areas.]]>
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