<![CDATA[The implementation of deep learning in Islamic Religious Education requires learning practices that accommodate students' diverse learning needs. However, classroom instruction remains predominantly uniform, limiting students' opportunities to develop meaningful understanding and internalize Islamic values. This study aims to analyze how differentiated instruction serves as the foundation for deep learning in Islamic Religious Education at the elementary school level. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with 11 Islamic Religious Education teachers, 11 principals, and 11 students, supported by classroom observations and documentation. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that differentiated instruction was implemented through the identification of students' learning needs, adaptive lesson planning, flexible instructional strategies, and differentiated assessment. These practices fostered meaningful, mindful, and joyful learning experiences, enabling students to understand, reflect upon, and apply moral values in everyday life. The study concludes that differentiated instruction functions as a pedagogical foundation for developing deep learning within Islamic Religious Education. This research contributes a conceptual model that positions differentiated instruction as the initial stage in fostering meaningful and character-oriented learning in elementary schools.]]>
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