<![CDATA[Purpose of the Study: This study aims to analyze the learning strategies employed by Islamic Religious Education teachers to improve Qur’an reading skills among deaf students at SLB Negeri 1 Makassar and identify factors supporting and hindering their implementation. Methodology: This study employed a qualitative approach using normative, juridical, and pedagogical perspectives. Data were collected through observation, interviews, and documentation involving the school principal, curriculum coordinator, homeroom teachers, and Islamic Religious Education teachers. Instruments included interview guidelines, a camera, an audio recorder, and writing materials. Data were analyzed through data reduction, data display, and conclusion drawing. Main Findings: The findings show that teachers employed personal approaches, adapted learning plans and materials, repeated previously taught materials, and selected creative and innovative methods. Qur’an learning utilized hijaiyah sign language progressively by pairing Arabic hijaiyah letters with corresponding signs and using visual media. Supporting factors included teacher competence, patience, and diligence, while challenges involved communication limitations, differences in students’ comprehension, limited hearing aids, and the limited number of Islamic Religious Education teachers. Novelty/Originality of the Study: The novelty lies in conceptualizing Qur’an learning for deaf students as an adaptive-integrative strategy that combines personal approaches, material adaptation, gradual repetition, visual media, and hijaiyah sign language. The findings demonstrate that effective learning depends not only on instructional methods but also on teachers’ ability to adapt communication and instruction to students’ individual characteristics and needs.]]>
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