The Implementation of Islamic Education in Building Preprimary Disabled Students Character

This study examined the role of Islamic education in building students’ character within Indonesia public schools. In conducting the study, we used a qualitative case study method. The case of this study was a state senior high school in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and students. We also analyzed written material, such as the school curriculum, to understand how the character building strategies were integrated in the curriculum. Iur study found that teachers implement character building strategies through several stages, namely the stages of planning, the stages of learning implementation, and the stages of evaluating Islamic religious education learning. The characters values were embedded in the learning of Islamic religious education. This included the integration of character values in the school curriculum and they were taught in every day classroom leanings and in extracurricular activities.

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POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) ◽

10.15642/pai.2015.3.1.187-206 ◽

2016 ◽

Vol 3 (1) ◽

pp. 187

Author(s):

Abd. Rouf

Keyword(s):

Religious Education ◽

Time Allocation ◽

Islamic Education ◽

Teaching Staff ◽

Religious Knowledge ◽

Credit Hours ◽

Instructional Process ◽

Religious Teaching ◽

The Subject ◽

Optimal Implementation

Bahasa Indonesia:Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif. English:Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.

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ANALYSIS OF SOCIAL INTERACTION OF MENTALLY RETARDED CHILDREN

JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) ◽

10.33751/jhss.v2i2.903 ◽

2018 ◽

Vol 2 (2) ◽

pp. 17-21

Author(s):

Yudhie Suchyadi ◽

Yulia Ambarsari ◽

Elly Sukmanasa

Keyword(s):

Mental Retardation ◽

Social Interaction ◽

Descriptive Analysis ◽

Research Result ◽

Mentally Retarded ◽

Research Approach ◽

Social Contacts ◽

The Subject ◽

Mentally Retarded Children ◽

The Way

Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

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Potret Pembelajaran Pendidikan Islam Pada Anak Tunagrahita Di Sekolah Luar Biasa Bhakti Pemuda Kota Kediri

Indonesian Journal of Islamic Education Studies (IJIES) ◽

10.33367/ijies.v2i2.1011 ◽

2020 ◽

Vol 2 (2) ◽

pp. 193-202

Author(s):

Novie Putri Amalia ◽

Makhfud

Keyword(s):

Religious Education ◽

Mentally Retarded ◽

Phenomenological Approach ◽

School Age Children ◽

Psychomotor Skills ◽

Special Needs Children ◽

Special Schools ◽

Normal Children ◽

Mentally Retarded Children ◽

Evaluation Of Learning

This article discusses how the learning of Islamic Religious Education for mentally retarded children in Extraordinary Schools (SLB). Extraordinary Schools (SLB) are special schools for school-age children who have "special needs". Children with intellectual disabilities have IQs below the average normal child in general, thus causing their intellectual and intellectual functions disrupted which causes other problems that arise during their development. Islamic education is not only given to normal children, but also to children who have disabilities or mental disorders. This study uses qualitative research and uses a phenomenological approach. Data collection methods are observation, interviews, and documentation. The results of this study state that the implementation of Islamic Religious Education learning for mentally retarded children in SLB Bhakti Pemuda City of Kediri emphasizes memorization and practice directly with concrete or tangible objects, and is evaluated in three domains, namely cognitive, affective, and psychomotor. However, the evaluation of learning in SLB Bhakti Pemuda Kota Kediri is more measured from the realm of affective (attitude and values) and psychomotor (skills or skills).

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Praxis Education Perspective of Integration of Science and Islam

Halaqa Islamic Education Journal ◽

10.21070/halaqa.v4i1.542 ◽

2020 ◽

Vol 4 (1) ◽

pp. 61-66

Author(s):

Khozin Khozin

Keyword(s):

Organizational Structure ◽

Religious Education ◽

Education System ◽

School System ◽

Islamic Education ◽

Islamic Studies ◽

The Subject

Commonly, practice of islamic education implementation is dichotomic. Muhammadiyah as a pioneer of modern islamic education in Indonesia in its implementation has tried to pair up science and Islam, both institutionally and scienctifically. Scientifically proven that school system in past was only taught science, whereas islamic boarding taught only Islam.Muhammadiyah through its education system offers the integration of science and Islam through religious education which is now popularly called al-Islam and Kemuhammadiyahan education. At PTMA there are also Islamic Studies which are carried out by FAI in almost every Muhammadiyah university. While institutionally generally Muhammadiyah universities provide mushalla or mosques to complement their school infrastructure, even in the organizational structure there are officials who are directly in charge of al-Islam and Kemuhammadiyahan. It all is still not integrated as a whole that benefits both science and institutions. Science has not been integrated in the subject of the study of al-Islam and Kemuhammadiyahan, and viceversa.

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SELECTIVE AUDIO-VISUAL INSTRUCTION FOR MENTALLY RETARDED PUPILS, Edward Goldstein. Springfield, Ill.: Charles C Thomas, 1964, 96 pp., $5.25

PEDIATRICS ◽

10.1542/peds.34.2.282 ◽

1964 ◽

Vol 34 (2) ◽

pp. 282-282

Author(s):

Randolph K. Byers

Keyword(s):

Motion Pictures ◽

Mentally Retarded ◽

Food Preparation ◽

Control Groups ◽

Visual Instruction ◽

Commercial Use ◽

The Subject ◽

Mentally Retarded Children ◽

Special Classes

This little book is primarily educationally oriented. It does, however, provide a very useful review of the subject of education of mentally retarded children and the theories underlying it. It also reviews the subject of the development of motion pictures in relation to commercial use and in education. Finally, it records an experiment conducted among three experimental and two control groups of children in special classes in relation to learning about the process of food preparation and service.

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Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Religions ◽

10.3390/rel11080392 ◽

2020 ◽

Vol 11 (8) ◽

pp. 392

Author(s):

Mehmet H. Tuna

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Empirical Study ◽

Religious Education ◽

Islamic Education ◽

Austrian Society ◽

Muslim Community ◽

Research Findings ◽

The Subject

Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

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Guru PAI dan Kecerdasan Spiritual Anak Tunagrahita

IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam ◽

10.37542/iq.v1i01.4 ◽

2018 ◽

Vol 1 (01) ◽

pp. 17-37

Author(s):

Ismi Rahmayanti

Keyword(s):

Religious Education ◽

Learning Process ◽

Spiritual Development ◽

Daily Life ◽

Case Study Research ◽

Mentally Retarded ◽

Spiritual Intelligence ◽

Religious Activities ◽

Mentally Retarded Children

Teacher's presence in the learning process has an important role, the teacher's role as a facilitator in the learning process, as a liaison and linking between the material to be taught to students. Students who have special need education, guidance and direction in carrying out life challenges, which are found in Islamic religious education such as children in general to increase their spiritual intelligence. One of the schools that implement the learning of Islamic Education is the YPLB Nusantara Depok. The role of the teacher in it is very influential in increasing the intelligence of children with needs especially one of them is children with intellectual disability YPLB Nusantara Depok has Islamic religious activities and learning that become habituations in daily life. The researcher raised the issue to describe how the role of Islamic Religious Education (PAI) teachers in improving the spiritual intelligence of mentally retarded children in YPLB Nusantara Depok. The approach used in writing is a qualitative approach, the type of research used is case study research. The results of this study can be concluded that the increased spiritual intelligence of mentally retarded children is the role of the teacher in improving the spiritual intelligence of mentally retarded children, namely as a facilitator and liaison between teachers and students, material delivery through lecture and demonstration methods. Through the material he teaches is religious material that is practiced in daily life, such as morality, prayer, ablution, recitation, memorizing the short letters of the Qur'an. So that the spiritual development of mentally retarded children emerges, in attitude, and behavior.

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PENERAPAN TEKNIK MENGKLARIFIKASI NILAI (VALUE CLARIFICATION TECHNIQUE) UNTUK MENINGKATKANPEMAHAMAN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v5i2.5862 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Martoni Martoni ◽

Andrizal Andrizal ◽

Helbi Akbar

Keyword(s):

Religious Education ◽

Learning Process ◽

Subject Matter ◽

Belief System ◽

Affective Domain ◽

Islamic Education ◽

Fifth Grade ◽

Fifth Grade Students ◽

The Subject

The subject of Islamic Education is a subject that focuses on the affective domain or attitude which consists of a vehicle for planting values, morals, and standard norms such as social sense, nationalism, and even a belief system. From the results of interviewing researchers with one of the PAI teachers, it was found that there were several problems in learning Islamic Religious Education including: Students had difficulty understanding Islamic Education subject matter, especially on material, imitating the attitude of Prophet As, Prophet Musa and Prophet Isa. Students also feel bored and bored in learning so that students do not interpret the learning process. The data in this study were obtained from observation, interviews, tests and documentation, with 8 students consisting of 3 men and 5 women. The results of the research on the implementation of the value clarification technique were proven to be able to improve the learning comprehension of fifth grade students in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah Darat District. This can be seen from the results of the Pre-Cycle test of only 25%, Cycle I rose to 41.7%, Cycle II rose to 75% and Cycle III had reached 87.5% in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah District Land.Keywords: Value Clarification Techniques; Learning Understanding.

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POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) ◽

10.15642/jpai.2015.3.1.187-206 ◽

2016 ◽

Vol 3 (1) ◽

pp. 187

Author(s):

Abd. Rouf

Keyword(s):

Religious Education ◽

Time Allocation ◽

Islamic Education ◽

Teaching Staff ◽

Religious Knowledge ◽

Credit Hours ◽

Instructional Process ◽

Religious Teaching ◽

The Subject ◽

Optimal Implementation

Bahasa Indonesia:Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif. English:Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.

Download Full-text