scholarly journals Management of Islamic Religious Education Learning in Children with Special Needs

2021 ◽  
Vol 6 (1) ◽  
pp. 539-548
Author(s):  
Rosyida Nurul Anwar
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Children With Special Needs

Pendidikan agama Islam yang diajarkan pada anak berkebutuhan khusus lazimnya dilakukan dengan manajemen pembelajaran yang matang. Tujuan penelitian untuk mengetahui manajemen pembelajaran pendidikan agama Islam pada anak berkebutuhan khusus yang meliputi perencanaan, pelaksanaan dan evaluasi pada proses pembelajaran pendidikan agama Islam. Jenis penelitian menggunakan penelitian deskriptif dengan pendekatan kualitatif. Subjek pada penelitian sebanyak 31 guru yang terdiri dari 2 kepala sekolah dan 29 guru. Metode pengumpulan data melalui observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran pendidikan agama Islam pada anak berkebutuhan khusus melibatkan seluruh komponen yaitu guru, siswa, tujuan, sumber belajar dan hasil belajar. Pelaksanaan pembelajaran menerapkan prinsip-prinsip umum dan khusus sesuai karakteristik anak berkebutuhan khusus. Evaluasi pembelajaran disesuaikan dengan kurikulum yang berlaku serta memodifikasi dengan kesepakatan sekolah. Manajemen pembelajaran pendidikan agama Islam dibutuhkan sebagai upaya mempersiapkan anak berkebutuhan khusus siap memasuki pendidikan dasar serta mengarungi kehidupannya sesuai dengan nilai-nilai Islam yang seutuhnya

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 The Strategy of Forming Religious Characters on the Deaf Children: Study at Special Schools in Rejang Lebong

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 16-29
Author(s):  
Ahmad Suradi ◽  
Mawardi Mawardi
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Deaf Children ◽  
Special School ◽  
Children With Special Needs ◽  
Special Schools ◽  
Special Service

The study aims to determine the strategy used in forming religious characters on the deaf children in Elemantary Special School. A qualitative method was used where the data taken from observation, interview and document analysis. The result showed that the learning strategy of Islamic religious education in the development of morals for children with special needs in special schools is by implementing expository strategy, adding hours of study using the habituation method. The finding also showed that the supporting factors in the learning process to form moral guidance are the involvement of school’s principal who is very concern on the development of students’ morals; the teachers who have great patience in dealing with children with special needs. Then, it was also found that there were some inhibiting factors that faced by the school. They were on the absence of a special curriculum for children with special needs, Islamic education teachers who are not teachers who are graduates of special service schools, as well as the lack of supporting facilities as learning media, doing the learning process run monotonously.

scholarly journals Internalization of Islamic Values for Students with Special Needs in Special School Education Institutions (SLB)

2019 ◽  
Vol 3 (1) ◽  
pp. 90
Author(s):  
Arif Wahyudi ◽  
Miftachul Huda
Keyword(s):  
Mental Retardation ◽  
Special Needs ◽  
Religious Education ◽  
Group Discussion ◽  
Teaching Experience ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Learning And Teaching ◽  
Islamic Values

This research is based on the assumption that the need to internalize Islamic religious education is more effective in knowing how much students absorb in learning Islamic religious education. Internalization of Islamic education can be used as a reference as a better learning process. The purpose of this study was to describe the concepts, constraints and solutions to the internalization of Islamic religious education for children with special needs at the Extraordinary Middle School Kemala Bhayangkari, Trenggalek, East Java, Indonesia. The research method uses a qualitative approach. Data collection is done using observation, interview and documentation techniques. Check the validity of the data with confirmation techniques and peer discussions. Data analysis using interactive analysis, namely conceptualization, categorization, then reduced, the presentation of the data then held conclusions. The results of the study: 1) The concept of internalization starts from learning planning tailored to the conditions of students so that they can receive the planting of religious values ​​well. 2) Constraints on internalizing Islamic values ​​for students with special needs, namely the difficulty of the teacher in determining indicators of student success in absorbing the material that has been taught, lack of teacher knowledge about the nature of students with special needs (in this case mental retardation) and the psychology of child development in general, not yet available and supporting infrastructure to the fullest. 3) Solution to the internalization of Islamic values ​​for children with special needs: Islamic religious education teachers to always improve the quality of learning and teaching experience consciously and independently through the MGMP forum and also with efforts by the leadership of institutions that always encourage teachers to improve quality of teacher resources by including in trainings or seminars, workshops, FGD (forum group discussions), etc. relating to children with special needs (mental retardation). Penelitian ini didasarkan pada anggapan perlunya internalisasi pendidikan agama Islam yang lebih efektif untuk mengetahui seberapa besar penyerapan siswa dalam pembelajaran pendidikan agama Islam. Internalisasi Pendidikan agama Islam dapat dijadikan acuan sebagai proses pembelajaran yang lebih baik lagi. Tujuan penelitian ini adalah mendeskripsikan konsep, kendala dan solusi internalisasi pendidikan agama Islam anak berkebutuhan khusus di Sekolah Menengah Pertama  Luar Biasa Kemala Bhayangkari, Trenggalek, Jawa Timur, Indonesia. Metode penelitian menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan menggunakan teknik observasi, wawancara dan dokumentasi. Pemeriksaan keabsahan data dengan teknik konfirmasi dan diskusi teman sejawat. Analisis data menggunakan analisis interaktif yaitu konseptualisasi, kategorisasi, kemudian direduksi, penyajian data selanjutnya diadakan penarikan kesimpulan. Hasil penelitian: 1) Konsep internalisasi dimulai dari perencanaan pembelajaran disesuaikan dengan kondisi siswa agar mereka dapat menerima dengan baik penanaman nilai religius. 2) Kendala internalisasi nilai Islami bagi siswa berkebutuhan khusus yaitu kesulitan guru dalam menentukan indikator keberhasilan siswa dalam menyerap materi yang telah diajarkan, minimnya pengetahuan guru tentang hakekat siswa berkebutuhan khusus (dalam hal ini tunagrahita) dan tentang psikologi perkembangan anak secara umum, belum tersedia sarana dan prasarana pendukung secara maksimal.  3) Solusi internalisasi nilai Islami bagi anak berkebutuhan khusus: guru pendidikan agama Islam agar selalu meningkatkan kualitas belajar dan pengalaman mengajar secara sadar dan mandiri melalui forum Musyawarah Guru Mata Pelajaran (MGMP) dan juga dengan upaya oleh pimpinan lembaga yang selalu mendorong para guru untuk meningkatkan kualitas sumber daya guru dengan mengikut sertakan dalam pelatihan-pelatihan atau seminar, workshop, FGD (forum group discussion), dll yang berkaitan dengan anak berkebutuhan khusus (tunagrahita).

scholarly journals Implementasi Pendidikan Inklusi dalam Pembelajaran Pendidikan Agama Islam

2019 ◽  
Vol 2 (2) ◽  
pp. 201
Author(s):  
Nurhadisah Nurhadisah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Research Approach ◽  
Children With Special Needs ◽  
Normal Children ◽  
Banda Aceh

SD Negeri (public elementary school) 25 Banda Aceh is one of the schools that join together children with special needs with normal children in one class in every school subject including Islamic religious education. This practice may cause teachers to encounter difficulties in teaching children with special needs; moreover, other problems also occur such as the limited number of teachers of Islamic religious education, inadequate facilities, and so forth. The focus of this research was related to the implementation, the role of teachers, as well as the constraints and solutions of the Islamic religious education teachers in performing the teaching and learning process at SD Negeri 25 Banda Aceh. This qualitative research employed a descriptive research approach. The data were collected through observation, interviews, and documentation. The results showed that the implementation of Islamic religious education learning for children with special needs was based on the 2013 curriculum. The modified curriculum was then grouped into the modifications of learning time allocation, learning materials, and the teaching and learning process of the children with special needs. The methods employed by the teachers were relatively similar to regular children such as memorization, lecture, question and answer, group work, demonstration, and practice. However, children with special needs also required further assistance and motivation. These children would also need a special escort teacher during the teaching and learning process. The roles of the teachers in implementing inclusive education included being correctors, inspirators, informers, organizers, motivators, initiators, facilitators, mentors, demonstrators, classroom managers, supervisors, mediators, and evaluators. In addition, teachers used learning tools and media to support students' understanding, especially in Islamic education learning. The obstacles faced by the teachers were due to the different abilities and characters of the students that made the teachers become very difficult in delivering the materials, the limited number of the teachers, the nonoptimal use of media, facilities, and infrastructure, and lack of study hours. The solutions to these issues included teachers being equipped with a guideline for handling children's special needs by making adjustments of time, manner, and material, and building togetherness, equality, and respect among fellow students.

scholarly journals The Effect Of Christian Religious Education (PAK) On Special Needs (ABK) In The Inclusive School Of Sukolilo Areas In Understanding The Word Of God

2018 ◽  
Vol 1 (1) ◽  
pp. 26-33
Author(s):  
Lilis Setyarini ◽  
Kasiatin Widianto
Keyword(s):  
Christian Education ◽  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hypothesis Test ◽  
Maximum Yield ◽  
Children With Special Needs ◽  
Word Of God ◽  
Disabled Children

      Christian education is important in the family and school environment. There is no exception for schools that accept students / students with special needs. However, it should be noted that the teaching and learning process of Christian education often has problems, especially in public schools. Problems that arise are mainly caused by unpleasant learning conditions, which are caused by not having a permanent learning place. Always moving around, and the place is sometimes not suitable for students to study, such as in a warehouse, in rooms that have never been used, near bathrooms that are not insulated, in the teacher's room, in the library, etc. thus experiencing obstacles in the teaching and learning process. This of course does not meet the maximum yield target. There are also internal barriers, namely from the students themselves. one of them is disabled children, both physically and mentally. The learning process of disabled children cannot run smoothly due to their disability. Based on the hypothesis test there is a relationship and influence of "Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God." From thetable ANOVA, it was concluded that there was a significant effect of Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God.

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.

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