<![CDATA[Inclusive education requires teachers to accommodate the diversity of student abilities, including slow learners who attend regular classes. In the context of Islamic Religious Education learning (IRE), This challenge is increasingly complex because the material is not only cognitive but also concerns the internalization of Islamic values. This study aims to explore the implementation differentiated instruction (DI) in Islamic Religious Education learning for slow learner students in regular high school classes and identifying pedagogical adaptations made by teachers to improve understanding and internalization of Islamic values in these students. The study used a qualitative approach with a case study design at SMA Negeri 1 Gubug, Central Java. Data were collected through learning observations, in-depth interviews with IRE teachers and students, and document analysis of learning materials. Data analysis was conducted thematically to identify the adaptation patterns implemented. The results showed that IRE teachers differentiated in four aspects: content (simplifying material with concrete visualizations and analogies), process (providing additional time, individual mentoring, and cooperative learning), product (various forms of assessment such as oral and portfolio), and learning environment (seating arrangements and creating a supportive psychological atmosphere). It can be concluded that the comprehensive implementation of differentiated instruction is able to facilitate slow learner students in understanding and internalizing IRE values in regular classes, although it requires a high level of commitment from teachers and adequate school policy support.]]>
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