FENTI TSUWAIBATUL ASLAMIYAH; ASMAJI MUCHTAR; TOHA MAKSUN. The Paradigm of Differentiated Islamic Learning in Responding to Student Diversity. TATHO: International Journal of Islamic Thought and Sciences, [S. l.], v. 2, n. 3, p. 274–285, 2025. DOI: 10.70512/tatho.v2i3.141. Disponível em: https://ejournal.tathoinstitute.org/index.php/tatho/article/view/141. Acesso em: 3 feb. 2026.