<![CDATA[This study aims to describe the forms of disruptive behavior in students and the strategies of Islamic Religious Education (PAI) teachers in handling it in fifth grade at Maccini Sombala Elementary School. The study used a qualitative approach with a case study approach. Data were obtained through observation, interviews, and documentation. The research subjects included the principal, PAI teachers, homeroom teachers, curriculum staff, and students. Data analysis was conducted through reduction, presentation, and conclusion drawing according to Miles & Huberman, while data validity was tested using source and technique triangulation. The results revealed three forms of disruptive behavior: verbal (inappropriate language, talking while the teacher is explaining), non-verbal (taunting, physical conflict, walking around the classroom), and passive (silent but unfocused behavior, pretending to write, playing with stationery). The main contributing factors were low student enthusiasm and family influence. The PAI teacher’s strategies included role modelling, personal approaches, differentiated learning methods, and the use of mild punishment.]]>
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