scholarly journals PAI TEACHERS 'EFFORTS IN IMPROVING READING ABILITY TO WRITE THE QUR'AN THROUGH THE IQRO' METHOD IN CHILDREN WITH SPECIAL NEEDS IN SLB BINA SEJAHTERA

2021 ◽  
Vol 10 (1) ◽  
pp. 85-96
Author(s):  
Nida Khofyya Hidayat ◽  
Muhammad Dahlan Rabbani ◽  
Kholil Nawawi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Reading Ability ◽  
Islamic Education ◽  
Children With Special Needs ◽  
Reading And Writing ◽  
Teacher Researchers ◽  
Direct Data ◽  
The Subject ◽  
Natural Characteristics

The problem of this research is to reveal the problems that occur about the efforts of Islamic Education teachers in improving the abilities of children with special needs in reading and writing the Koran through the Iqro 'method. And what are the problems of children with special needs in the ability to read and write the Koran at SLB Bina Sejahtera. This study aims to determine how Islamic Islamic education teachers are trying to improve the ability to read and write the Qur'an through the Iqro 'method, and to find out the problems of the ability to read and write the Qur'an in children with special needs in SLB Bina Sejahtera. In this study, using a qualitative method which has natural characteristics as a  source of direct data. The subject of this research is shown to the Islamic Religious Education Teacher. Researchers in this case applied several data collection techniques, namely observation, interviews and documentation. The results showed that the PAI teacher's efforts in improving the ability to read and write the Qur'an through the Iqro 'method for children with special needs, including; giving enthusiasm and affection, giving gifts, separating seats for each child, being taught one by one to do repetition of readings so that they are easy to remember and understand, as well as adding image media. The existence of this teacher's effort is able to improve the ability of children with special needs in reading and writing the Qur'an. And the problems that occur in children with special needs in reading and writing the Qur'an have different abilities.

scholarly journals Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

2020 ◽  
Vol 17 (2) ◽  
pp. 217-228
Author(s):  
Suharjo Suharjo ◽  
Silfia Hanani ◽  
Jasmienti Jasmienti
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
The Subject

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

scholarly journals LEARNING STRATEGY IN WRITE BEGINNING IN CHILDREN WITH DISLEXIA

2021 ◽  
Vol 2 (2) ◽  
pp. 100-106
Author(s):  
Arif Mustofa ◽  
Suyadi Suyadi
Keyword(s):  
Data Analysis ◽  
Elementary Education ◽  
Special Needs ◽  
Learning Strategy ◽  
Children With Special Needs ◽  
Initial Condition ◽  
Research Subjects ◽  
Reading And Writing ◽  
The Subject ◽  
Whole Word

This research is a qualitative study of Whole Word case studies and VAKT (Visual, Auditory, Kinesthetic, and, Tactile) strategies for children with special needs to develop functional skills in reading and writing beginning. The subjects in this study were selected using the procedure for determining the subject in qualitative research proposed by Sarantakos in Poerwandari (2005), namely: 1) Directed not at a large number of participants but at typical cases according to the specificity of the research problem, 2) Directed at context fits and is not used for representativeness in the sense of random numbers or events. From the explanation above, the researcher then determined the research subjects/participants as follows: 1) The subject was a child aged 8 years who was at the elementary level of elementary education, and 2) the subject was a child with special needs who experienced obstacles in developing writing and reading skills. Data collection methods were carried out through observation, interviews, and documentation of field notes during data mining. Data analysis was performed by comparing the subject's initial condition before being stimulated with the subject's initial condition after stimulation was carried out. The results of data analysis indicate that the application of the whole word approach and the VAKT strategy can be used to help develop reading and writing skills for children with special needs.

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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

<p><strong>Bahasa Indonesia:</strong></p><p>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.</p><p> </p><p><strong>English:</strong></p><p>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.</p>

scholarly journals Praxis Education Perspective of Integration of Science and Islam

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.

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

Religions ◽  
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.

scholarly journals Some specificities of rehabilitation of children with special needs

2005 ◽  
Vol 58 (9-10) ◽  
pp. 483-485
Author(s):  
Milena Kovac
Keyword(s):  
Special Needs ◽  
Speech Therapy ◽  
Mental Disability ◽  
Children With Special Needs ◽  
Disease Treatment ◽  
Special Schools ◽  
Male Predominance ◽  
Treatment Type ◽  
Independent Life ◽  
The Subject

Introduction Children with special needs (with psychophysical developmental disabilities) need rehabilitation in order to live as independent life as possible. The aim of this study was to determine the amount of certain kinds of rehabilitation in children with special needs. Material and methods The study included three groups of children (total of 99 children) hospitalized at the department for extended treatment of the rehabilitation center for children. All children have mental, physical or combined disabilities, as a result of chronic disease. Treatment type and the amount (and also involvement in special schools) depended on the disability Analysis of sex distribution showed male predominance. Most children (59 of them) were aged 0 - 7 (59.6%) and there were 40 children 8-17 (40.4%) years old. Results Most of the subject were involved in: occupational therapy 93 (36.8%). kinesitherapy 47 subjects (18.6%), psychomotor therapy 46 (18.2%), speech therapy 35 (13.8%), and medical therapy 32 (12.6%). School children were mostly with mental disability.

scholarly journals Analisis Penggunaan Media Gambar Berseri Untuk Meningkatkan Kemampuan Membaca Siswa Disleksia Di Sekolsh Dasar

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Arif Widodo ◽  
Dyah Indraswati ◽  
Agam Royana
Keyword(s):  
Data Collection ◽  
Special Needs ◽  
Reading Skills ◽  
Reading Skill ◽  
Learning Activity ◽  
Children With Special Needs ◽  
Descriptive Data ◽  
Memory Improvement ◽  
Qualitative Descriptive ◽  
The Subject

Abstract Children with special needs require different learning services with children in general. One kind of children with special needs is a child who has difficulty in learning and it is called dyslexia. Generally, children with dyslexia have some difficulties in learning and one of it is difficulty reading. The study aims to analyze the use of radiant images as media in reading for Dyslexia children. The subject in this study is Dyslexia students grade IV at SDN Repok Puyung. The methods used in this study is qualitative descriptive. Data collection was conducted through reading and observation tests. Data presented in the form of diagrams, then analyzed descriptively. The main problem in this research is whether the serial image media can help Dyslexia students in improving their reading skill. The results showed that the use of serial image media could improve their reading skill. The increasing of reading skills as reaction for memory improvement of Dyslexia student through pictures. Other findings in this study are improvement in learning activity and reading motivation for Dyslexia students.

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

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

<p><em>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.</em></p><p><strong><em>Keywords: </em></strong><em>Value </em>Clarification<em> </em><em>Techniques</em><em>; Learning Understanding.</em></p>

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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

<p><strong>Bahasa Indonesia:</strong></p><p>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.</p><p> </p><p><strong>English:</strong></p><p>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.</p>

scholarly journals Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean

2021 ◽  
Vol 4 (1) ◽  
pp. 19-27
Author(s):  
Difaul Husna ◽  
Yazida Ichsan ◽  
Unik Hanifah Salsabila
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Islamic Education ◽  
Education Curriculum ◽  
Research Subjects ◽  
Students With Special Needs ◽  
Observation Methods ◽  
The Right ◽  
Regular Students

Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through purposive sampling method, with research data obtained through observation methods, interviews and documentation. Data analysis is carried out through several procedures, namely data reduction, data presentation, verification and data validity test using triangulation techniques. The results showed that Islamic Education learning was carried out in regular full inclusion classes using a modified regular curriculum for slow leaner students.  Learning Islamic Religious Education SMP Muhammadiyah 1 Godean faced several separate problems such as the un availability of Special Companion Teachers and differences in characteristics of each student, both regular students and special needs. Keywords:  Inclusive Education, Students Special Needs, Islamic Education

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