This study investigates the strategies used by Islamic Religious Education (PAI) teachers to improve students' Quranic literacy skills in reading and writing among 10th-grade students at MAN 2 Malang City. This study stems from the recurring problem of students entering high school with diverse backgrounds and inadequate proficiency in Quranic reading and writing, which impacts their learning progress. Positioned as a qualitative case study, this study examines how PAI teachers identify students' initial abilities and design differentiated strategies that meet their learning needs. Data were collected through interviews, classroom observations, and documentation, with a focus on instructional planning and implementation. The identified strategies included the use of musyafahah for beginner-level students, practice techniques for writing practice, peer tutoring for advanced learners, and small-group learning. Evaluations were conducted both formatively and summarily to track student progress. The results showed that most students showed improvements in reading fluency and writing accuracy, indicating that the implemented strategies were effective. This study contributes to educational practice by highlighting the importance of diagnostic assessment, differentiated instruction, and ongoing teacher support in improving Quranic literacy at the high school level.

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