INDONESIA:
Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di tingkat Sekolah Menengah Atas memiliki peran strategis dalam pembentukan karakter religius, moral, dan spiritual peserta didik. Namun, realitas pembelajaran menunjukkan bahwa guru PAI kerap menghadapi berbagai bentuk kesulitan belajar siswa yang dipengaruhi oleh perbedaan kemampuan akademik, motivasi belajar, latar belakang keluarga, serta lingkungan sosial. Di SMA Muhammadiyah Pangkalpinang, kesulitan belajar siswa pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti teridentifikasi dalam bentuk learning disorder (gangguan belajar), under achiever (ketidaktercapaian prestasi), dan slow learner (lambat belajar). Kondisi tersebut menuntut penerapan strategi pembelajaran yang adaptif dan responsif terhadap kebutuhan individual siswa.

Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif melalui desain studi kasus. Subjek penelitian meliputi guru Pendidikan Agama Islam dan peserta didik SMA Muhammadiyah Pangkalpinang. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data menggunakan triangulasi sumber dan teknik.

Hasil penelitian menunjukkan bahwa strategi guru dalam mengatasi kesulitan belajar siswa meliputi pendekatan individual, pemberian bimbingan dan remedial teaching, variasi metode pembelajaran, pemberian motivasi berkelanjutan, serta pemanfaatan interaksi sosial dan tutor sebaya. Strategi tersebut mampu meningkatkan partisipasi belajar, pemahaman materi PAI, serta kepercayaan diri siswa. Meskipun demikian, efektivitas strategi masih dipengaruhi oleh keterbatasan waktu, heterogenitas kemampuan siswa, dan dukungan lingkungan.

Penelitian ini menyimpulkan bahwa strategi guru PAI berperan penting dalam mengatasi kesulitan belajar siswa secara holistik. Pendekatan pedagogis yang berorientasi pada karakteristik siswa dan pemberian scaffolding yang tepat terbukti mampu meningkatkan kualitas proses dan hasil pembelajaran PAI secara berkelanjutan.

ENGLISH
The teaching of Islamic Religious Education and Character Education at the Senior High School level plays a strategic role in shaping students' religious, moral, and spiritual character. However, the reality of learning shows that Islamic Religious Education teachers often face various forms of students' learning difficulties influenced by differences in academic ability, learning motivation, family background, and social environment. At Muhammadiyah Senior High School Pangkalpinang, students' learning difficulties in Islamic Religious Education and Character Education are identified in the form of learning disorders, underachievers, and slow learners. This condition demands the implementation of learning strategies that are adaptive and responsive to the individual needs of students.

This study uses a qualitative approach with a descriptive research type through a case study design. The research subjects include Islamic Religious Education teachers and students at SMA Muhammadiyah Pangkalpinang. Data collection techniques were conducted through in-depth interviews, participatory observation, and documentation study. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions, with data validity tested using source and technique triangulation.

The research results indicate that teachers' strategies in overcoming students' learning difficulties include individual approaches, providing guidance and remedial teaching, varying teaching methods, giving continuous motivation, as well as utilizing social interactions and peer tutoring. These strategies are able to increase learning participation, understanding of PAI material, and students' self-confidence. Nevertheless, the effectiveness of these strategies is still influenced by time constraints, the heterogeneity of students' abilities, and environmental support.

This study concludes that the strategies of PAI teachers play an important role in overcoming students' learning difficulties holistically. A pedagogical approach that is oriented towards students' characteristics and the provision of appropriate scaffolding has been proven to improve the quality of both the process and outcomes of PAI learning sustainably.