<![CDATA[This research is motivated by the significant verbal communication limitations of deaf children, which cause traditional oral teaching methods to be less effective in conveying faith material that is largely abstract in nature. The purpose of this study is to describe the learning strategies of Catholic Religious Education (PAK) teachers in developing the faith of deaf children in Basic Class 2-C at SLB-B Karya Murni Medan. The research method used is descriptive qualitative. The research subjects consisted of eight informants, namely the PAK teacher, an assisting teacher, peer colleagues, and the school principal, determined using snowball sampling techniques. Data collection techniques were conducted through in-depth interviews, observation, and documentation, with data analysis comprising data reduction, data display, and conclusion drawing. The trustworthiness of the data was tested using source triangulation and technique triangulation. The results show that the PAK teacher applies four main strategies, namely visual learning strategies, non-auditory communication (total communication), contextual and participatory learning, and individual/differentiated learning. These four strategies play a role in supporting the faith development of deaf children in four aspects, namely knowing God, an attitude of prayer, the embodiment of the value of love, and involvement in spiritual activities. The main conclusion of the study indicates that the visual, concrete, and contextual approach applied by the PAK teacher is able to open deaf children's access to faith material while fostering a meaningful appreciation of faith in accordance with their communication characteristics.]]>
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