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Ira Yusnita, NIM: 2130101054, Judul Skripsi: “Pelaksanaan pada Pembelajaran Kelompok Bidang Studi PAI Berdiferensiasi di MAN 2 Tanah Datar”, Program Studi PAI, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar. Masalah penelitian bersumber pada prosedur yang dilakukan pendidik untuk mendeskripsikan proses perencanaan pada pembelajaran kelompok bidang studi PAI berdiferensiasi di MAN 2 Tanah Datar, untuk mendeskripsikan proses pelaksanaan pada pembelajaran kelompok bidang studi PAI berdiferensiasi di MAN 2 Tanah Datar, dan untuk mendeksripsikan proses evaluasi pelaksanaan pada pembelajaran kelompok bidang studi PAI berdiferensiasi di MAN 2 Tanah Datar. Penelitian ini menggunakan pendekatan deskriptif dengan jenis penelitian fenomenologi. Subjek penelitian terdiri dari 13 orang pendidik PAI, kepala madrasah, pendidik BK, serta kelas X, XI, dan XII 15 orang sebagai informan. Teknik pengumpulan data menggunakan observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan dengan tahapan triangulasi sumber dan teknik. Hasil penelitian ini menunjukkan bahwa perencanaan dilakukan dengan mempedomani hasil asesmen diagnostik, merancang modul ajar berdiferensiasi, dan sumber berdiferensiasi. Pelaksanaan dilakukan dengan 3 bentuk diferensiasi yaitu diferensiasi konten, diferensiasi proses, dan diferensiasi produk (hasil). Diferensiasi konten dilakukan melalui penyediaan materi pembelajaran yang bervariasi sesuai tingkat kesiapan dan kebutuhan belajar. Diferensiasi proses diterapkan melalui variasi metode, strategi, dan aktivitas pembelajaran yang memungkinkan belajar sesuai gaya dan kemampuan masing-masing, dan diferensiasi hasil atau produk diwujudkan dalam bentuk tugas dan karya yang beragam sebagai representasi pemahaman terhadap materi pembelajaran. dan Evaluasi pembelajaran PAI berdiferensiasi dilakukan dengan menggunakan berbagai instrumen penilaian yang menyesuaikan jalur belajar, baik secara formatif maupun sumatif, dengan tetap mengacu pada kriteria pencapaian kompetensi. Adapun guru yang menerapkan diferensiasi konten yaitu Ibu Rahma, S.Pd, Ibu Welni Fatma, S.Pd.I, Ibu Ernitati, S.Ag, Ibu Nurlela, SH.I., M.Pd, Ibu Fitria, S.Pd, I, guru yang menerapkan diferensiasi proses yaitu Ibu Kasnida, S.Ag., M.Pd, Ibu Elvi Dahlia, S.Ag, Ibu Retno Muliarti Nur, S.Ag, Ibu Yeni Fitri S.Pd.I, Ibu Efniyenti S.Ag, dan guru yang menerapkan diferensiasi hasil (produk) yaitu bapak Leo Revaldi, S.Pd.I, dan Ibu Yeni Fitri S.Pd.I. Kata Kunci: Pembelajaran Kelompok Bidang Studi PAI, Pembelajaran Berdiferensiasi, Diferensiasi Konten, Proses, dan Produk, MAN 2 Tanah Datar. Ira Yusnita, NIM: 2130101054, Thesis Title: “Implementation of Differentiated Islamic Education Study Groups at MAN 2 Tanah Datar”, Islamic Religious Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The research problem stems from the procedures is to describe the process of planning differentiated Islamic Religious Education (PAI) learning at MAN 2 Tanah Datar, to describe the process of implementing differentiated Islamic Religious Education (PAI) learning at MAN 2 Tanah Datar, and to describe the process of evaluating the implementation of differentiated Islamic Religious Education (PAI) learning at MAN 2 Tanah Datar. This study employs a descriptive approach and is phenomenological in nature. The research subjects consisted of 13 Islamic Education Teachers, madrasah principals, BK Teachers, and 15 class X, XI, and XII students as informants. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis was conducted through triangulation of sources and techniques. The results of this study indicate that planning is carried out by referring to the results of diagnostic assessments, designing differentiated teaching modules, and differentiated sources. Implementation is carried out with 3 forms of differentiation, namely content differentiation, process differentiation, and product (outcome) differentiation. Content differentiation is carried out by providing varied learning materials according to the level of readiness and learning needs of students. Process differentiation is implemented through a variety of methods, strategies, and learning activities that allow students to learn according to their individual styles and abilities, and differentiation of results or products is realized in the form of various assignments and works as a representation of students' understanding of the learning material. and Evaluation of differentiated PAI learning is carried out using various assessment instruments that adjust to students' learning paths, both formatively and summatively, while still referring to competency achievement criteria. The teachers implementing content differentiation are Ms. Rahma, S.Pd., Ms. Welni Fatma, S.Pd.I., Ms. Ernitati, S.Ag., Ms. Nurlela, SH.I., M.Pd., and Ms. Fitria, S.Pd.I, those implementing process differentiation are Ms. Kasnida, S.Ag., M.Pd., Ms. Elvi Dahlia, S.Ag., Ms. Retno Muliarti Nur, S.Ag., Ms. Yeni Fitri, S.Pd.I., and Ms. Efniyenti, S.Ag., and those implementing product differentiation are Mr. Leo Revaldi, S.Pd.I., and Ms. Yeni Fitri, S.Pd.I. Keywords: Group Learning in the Islamic Religious Education (PAI) Subject Area, Differentiated Learning, Differentiation of Content, Process, and Product, MAN 2 Tanah Datar.