<![CDATA[This study aims to describe the challenges associated with Islamic Religious Education (PAI) instruction for Bajo students and the strategies employed by teachers to enhance learning motivation at MI Nurul Ulum Bajoe. The study is grounded in the socio-cultural characteristics of the Bajo community, where most people work as fishermen; consequently, many students frequently assist their parents at sea and do not attend school regularly. This situation results in low learning motivation, a failure to achieve learning competencies, and a suboptimal religious education process. A qualitative case study approach was adopted. Research informants included the madrasa principal, the Islamic Religious Education teacher, homeroom teachers, parents, and students. Data collection involved observation, in-depth interviews, and document analysis. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources, techniques, and time. The findings indicate that the challenges in PAI instruction at MI Nurul Ulum Bajoe are influenced by social, economic, cultural, and family-related factors. Some students do not prioritize education because they remain involved in fishing activities with their parents. Furthermore, low learning motivation, limited academic support at home, and inconsistent attendance negatively affect learning outcomes. To address these issues, teachers implement various strategies, including contextual learning, the habituation of religious activities, motivational support, home visits, communication with parents, remedial instruction, and the reinforcement of a religious culture within the madrasa environment. These strategies have positively impacted student attendance and participation in the learning process.]]>
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