<![CDATA[The ability to read the Qur’an is a fundamental competence in Islamic education. However, Qur’anic reading instruction in secondary education faces challenges arising from differences in students’ initial abilities and learning needs. This study aims to analyze students’ Qur’anic reading difficulties, teachers’ instructional practices and adaptive strategies, supporting and inhibiting factors, and formulate a conceptual framework for adaptive Qur’anic learning at SMK Insan Madani Depok. A qualitative case study design was employed. Participants included one school leader, two Qur’anic/BTQ teachers, one homeroom teacher, and eight students selected purposively to represent different reading abilities. Data were collected through semi-structured interviews, classroom observations, and document analysis. Analysis was conducted concurrently through organization, coding, categorization, thematic analysis, and interpretation, with source and methodological triangulation strengthening trustworthiness. Findings reveal heterogeneous abilities and multidimensional difficulties involving fluency, makhraj, vowel length, tajwid, and Arabic-letter recognition. Teachers use assessment, instructional adjustment, demonstration, practice, correction, repetition, grouping, and individual and peer support. The study proposes a conceptual adaptive framework linking these processes as a continuous instructional cycle.]]>
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