<![CDATA[This study aims to examine the implementation of Islamic Religious Education (PAI) within an inclusive school setting at SMA Avicenna Childhood Medan, utilizing the Sentra Imtaq (Faith and Piety Center) learning model. The research employs a qualitative approach, specifically a field study using the case study method. Data were collected through observation, interviews, and documentation, involving PAI teachers and students as subjects. The findings indicate that PAI teachers fulfill roles as educators, guides, facilitators, motivators, and role models. The Sentra Imtaq learning process is conducted by tailoring materials, methods, media, and support to the characteristics and abilities of the students, including those with special needs. Activities include circle time, prayer, material presentation, question-and-answer sessions, the use of visual media and concrete objects, practical application, repetition, and the provision of motivation and appreciation. Evaluation focuses on understanding, attitudes, active participation, discipline, and the ability to put Islamic values into practice. Supporting factors include collaboration, media, a conducive atmosphere, and varied teaching methods, while challenges arise from differences in ability and concentration, the need for support, and time constraints. This implementation fosters an adaptive, flexible, and inclusive approach to PAI learning.]]>
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