<![CDATA[This study aims to describe the learning process of Islamic Religious Education (PAI), the supporting and inhibiting factors, and the learning strategies implemented by teachers for deaf students at the PALI State Special School (SLB Negeri PALI), Penukal Abab Lematang Ilir Regency, South Sumatra. This research employed a qualitative case-study approach, with data collected through observation, interviews, and documentation involving the principal, teacher, and students. Data were analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing, and were validated through prolonged engagement, persistent observation, and source triangulation. The findings show that the PAI learning process was carried out through three stages planning, implementation, and evaluation adapted to the characteristics of deaf students. The strategies implemented by the teacher included individual instruction, visual-based learning, demonstration and direct practice, repetition (drill), a contextual approach, and the use of sign language and visual communication. Supporting factors included cooperation between the teacher and parents, the teacher's ability to understand students' characteristics, mastery of sign language, varied teaching strategies, and adequate facilities, while inhibiting factors included differences in students' abilities, the limited number of teachers with a special-education (PLB) background, and students' easily distracted concentration. The implementation of appropriate strategies allowed the PAI learning process to run more effectively, helping deaf students understand and practice Islamic values in their daily lives.]]>
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