Guru PAI dan Kecerdasan Spiritual  Anak Tunagrahita

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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Pendidikan Multikultural Berbasis Afektif Sufistik bagi Pembentukan Karakter

Nusa Jurnal Ilmu Bahasa dan Sastra ◽

10.14710/nusa.13.2.316-328 ◽

2018 ◽

Vol 13 (2) ◽

pp. 316

Author(s):

Pariyati Pariyati

Keyword(s):

Multicultural Education ◽

Everyday Life ◽

Religious Education ◽

Learning Process ◽

Spiritual Intelligence ◽

Human Beings ◽

Mutual Respect ◽

Library Research ◽

Character Building

AbstractThe concept of Islamic religious education such as kalam and fiqih is more directed towards the development of affective capable of experiencing multicultural realities, so that the spirit of Sufi teachings that develop multicultural morality through two things: the first "al sidq ma'a Allah" (honest with God), second "Husn al mu'amalah ma'a al nas" (behave well with fellow human beings). This research includes the type of library research (library research) with the analysis used is descriptive analytical. The role of Sufistic-Based Multicultural Multicultural Education for Student Character Building lies in the learning process that emphasizes intellectual intelligence, emotional and spiritual intelligence in every process undertaken by emphasizing appreciation of the individual's individuality of the students and promoting affection in teaching students as parents to their natural children, there is no favoritism in giving treatment to every student, all students are treated and educated according to their ability and emphasized to mutual respect difference with other friend, so in the end student will have akhlakul karimah as nature of Allah SWT in everyday life with emphasize at power qalb on student self.IntisariKonsep pendidikan agama Islam seperti kalam dan fiqih lebih diarahkan pada pengembangan afektif yang mampu merasakan berbagai realitas yang bersifat multicultural, sehingga semangat ajaran sufistik yang mengembangkan moralitas multikultural melalui dua hal: pertama “al sidq ma’a Allah” (jujur bersama Allah), kedua “husn al mu’amalah ma’a al nas” (berperilaku baik dengan sesama manusia).Penelitian ini termasuk jenis penelitian kepustakaan (library research) dengan analisis yang digunakan adalah deskriptif analitis. Peran Pendidikan Multikultural Berbasis Afektif Sufistik bagi Pembentukan Karakter Siswa terletak pada proses pembelajaran yang mengedepankan kecerdasan intelektual, kecerdasan emosional dan spiritual dalam setiap proses yang dilakukan dengan menekankan pada penghargaan terhadap keberagamaan setiap individu siswa dan mengedepankan kasih sayang dalam mengajar siswa sebagaimana orang tua terhadap anak kandungnya, tidak ada pilih kasih dalam memberikan perlakuan kepada setiap siswa, semua siswa diperlakukan dan dididik sesuai kemampuannya dan ditekankan untuk saling menghargai perbedaan dengan teman lainnya, sehingga pada akhirnya siswa akan memiliki akhlakul karimah sebagaimana sifat Allah SWT dalam kehidupan sehari-hari dengan menekankan pada kekuatan qalb pada diri siswa.

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Peranan Pendidikan Agama Kristen Bagi Pembinaan Anak Tunagrahita

Integritas: Jurnal Teologi ◽

10.47628/ijt.v1i2.15 ◽

2020 ◽

Vol 1 (2) ◽

pp. 156-167

Author(s):

Rotua Julianovia Rebecca Hutagalung

Keyword(s):

Religious Education ◽

Mentally Retarded ◽

Word Of God ◽

Daily Lives ◽

Research Survey ◽

Parents And Children ◽

Role Of Parents ◽

Mentally Retarded Children ◽

Great Love

Christian Religious Education has a role in fostering mentally retarded children so that they know God in their daily lives, and apply that education through their actions towards God, self, and others. Looking at the results of a research survey it appears that BEFORE retarded children receive education at C1 level SLB, many parents and even the environment are less accepting of their existence; Shyness and low self-esteem are seen in mentally retarded children; the development of children's abilities in trying to help themselves is still difficult; adaptation to the environment is still difficult; parental responses to educators in implementing PAK are still not emphasizing; the development of thinking, emotions, behavior, speech is still lacking. Seeing the condition of mentally retarded parents and children as above, they really need a Christian educator who can support, direct, educate, and foster them with great love and patience. For this reason a Christian educator needs to understand techniques in teaching, using appropriate teaching methods, getting to know the character of each of his students, even teachers must be able to train and equip them with the teachings of the Word of God so that through this parents can accept the existence of their children, and children can also do something by yourself. Through education given to mentally retarded children they also experience the development of thinking, emotions, behavior, and speaking. Parents also have an important role in developing, educating, training and teaching them with love. Parents can perform their role properly and correctly if he accepts all of their children's existence in learning, and parents must also be a driving force for their lives in learning and playing so that the child's development can continue to be monitored and children can live independently in carrying out their responsibilities as a child students. The purpose of writing this article is firstly, when mentally retarded children receive a Christian Religious Education they can apply the Word of God through their attitudes toward God, such as praying, singing, and listening to the Word. Second, besides praying, singing, they can help each other help, love. Third, based on the education provided they can take care of themselves, pay respect to older people. Fourth, their recognition of the Lord Jesus is clearer and educators must provide examples and examples for them. The discussion in the writing of this article is about the introduction of mentally retarded children; Christian Religious Education for the development of mentally retarded children; the role of parents in handling mental retardation children.

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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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PENANAMAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM PEMBENTUKAN KARAKTER PEDULI LINGKUNGAN DI SMP SYABAB AL-FATIH SRI MULYA KECAMATAN PAMPANGAN KABUPATEN OGAN KOMERING ILIR

Jurnal PAI Raden Fatah ◽

10.19109/pairf.v2i2.4607 ◽

2020 ◽

Vol 2 (2) ◽

pp. 217-229

Author(s):

Indah Anggara ◽

Fitri Oviyanti ◽

Irja Putra Pratama

Keyword(s):

Religious Education ◽

Secondary Data ◽

Primary Data ◽

Educational Institutions ◽

Religious Activities ◽

Environmental Care ◽

Positive Guidance ◽

Internal And External Factors ◽

Descriptive Qualitative

The Planting of Islamic Religious Education Values in the Formation of Environmental Concerned Characters is a process to be achieved by educational institutions because by planting these noble values, one can know the extent to which students' awareness of caring for the environment by looking at the character development that grows in themselves gradually. This research is a type of descriptive qualitative research, with data collection techniques through observation, interviews and documentation. In this study using descriptive qualitative data analysis. The source of data in this study is primary data that is data obtained through observation and interviews with informants, while secondary data is obtained through documentation. Based on the results of the study showed that the inculcation of Islamic religious education values in the formation of environmental care characters in Syabab Al-Fatih Sri Mulya Middle School, Pampangan District, Ogan Komering Ilir District was sufficient because the training, guidance, and learning efforts undertaken by all school members were able shape the character of caring for the environment through religious activities, SEMUTLI cleanliness program, and clean Friday conducted at school Likewise, factors that influence the formation of character consisting of internal and external factors. And also, can’t be separated from the role of teachers, students, the environment, and parents, who provide positive guidance and direction to foster the character of environmental care in students.

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THE SPIRITUAL INTELLIGENCE IN INTERPRETING THE RELIGIOUS DAYS COMMEMORATION BY CROSS-RELIGIOUS OF MALAY SOCIETY IN THE EDUCATIONAL INSTITUTION

AL-BANJARI Jurnal Ilmiah Ilmu-ilmu Keislaman ◽

10.18592/al-banjari.v19i2.2529 ◽

2020 ◽

Vol 19 (2) ◽

pp. 304

Author(s):

Muslimah Muslimah

Keyword(s):

Qualitative Research ◽

Data Collection ◽

Learning Process ◽

Educational Institution ◽

Field Research ◽

Spiritual Intelligence ◽

Educational Institutions ◽

Research Approach ◽

Religious Activities ◽

Depth Interviews

This study aims to describe the form of the religious day celebrations of Malay society across religions and the meaning of commemorating them in educational institutions. This field research uses a qualitative research approach with data collection through in-depth interviews, participant level observation and documentation. The results of the study describe that the form of religious day commemoration activities in SMPN 2 Arut Selatan are grouped into two, namely: commemoration of religious days which are commemorated based on certain moments, for instance are maulid of the Prophet Muhammad, Isra Mi'raj, and celebrations to welcome the Islamic New Year (Islam), Christmas and Easter (Christian Protestant and Catholic); and routine religious activities, for example is prayer with each of the followers of interfaith religions. Furthermore, the meanings of the religious days celebration are grouped into three views, trere are; as the obligation/ necessity of the learning process, empirical religion and individual's religion; as a culture / habit that becomes a system at school; as a requirement for the implementation of religious practices; and as a culture related to the commemoration of religious days.

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THE ROLE OF REFERENTIAL SPEECH IN SIGN LEARNING BY MENTALLY RETARDED CHILDREN: A COMPARISON OF TOTAL COMMUNICATION AND SIGN-ALONE TRAINING

Journal of Applied Behavior Analysis ◽

10.1901/jaba.1988.21-419 ◽

1988 ◽

Vol 21 (4) ◽

pp. 419-426 ◽

Cited By ~ 24

Author(s):

Sue Clarke ◽

Bob Remington ◽

Paul Light

Keyword(s):

Mentally Retarded ◽

Total Communication ◽

Mentally Retarded Children

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PRINSIP KHUSUS DAN JENIS LAYANAN PENDIDIKAN BAGI ANAK TUNAGRAHITA

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v9i2.392 ◽

2019 ◽

Vol 9 (2) ◽

pp. 116-126

Author(s):

Ni Luh Gede Karang Widiastuti ◽

I Made Astra Winaya

Keyword(s):

Special Education ◽

Learning Process ◽

Mentally Retarded ◽

Learning Needs ◽

Special Education Services ◽

Education Services ◽

Academic Abilities ◽

Future Developments ◽

Bright Future ◽

Mentally Retarded Children

This article is structured with the intention of providing answers to questions that often arise and are discussed by teachers at school. One that often happens is what happens to students who in this context are mentally retarded children. Mentally retarded children are children who have significant intelligence with abilities and inability to adapt that arise in future developments. Mentally retarded children have academic abilities that are in accordance with the needs of their learning services requiring curriculum modification to suit their specific needs. Mild mentally retarded children also need special education services in the learning process at school. They need guidance and programs that suit their learning needs so that they have a bright future, just like children in general.

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PENDIDIKAN AGAMA DALAM KULTUR SEKOLAH DEMOKRATIS: POTENSI MEMBUMIKAN DERADIKALISASI AGAMA DI SEKOLAH

Walisongo Jurnal Penelitian Sosial Keagamaan ◽

10.21580/ws.2015.23.1.223 ◽

2015 ◽

Vol 23 (1) ◽

pp. 51

Author(s):

Herly Jannet

Keyword(s):

High School ◽

Critical Thinking ◽

School Culture ◽

Christian Education ◽

Religious Education ◽

Learning Process ◽

Teaching And Learning ◽

Daily Life ◽

Democratic School

This study aimed in general to determine and describe the religious education in a democratic school culture is one of potential strategies in disseminating religious de-radicalization in schools. Applying qualitative naturalistic approach with case study, this study focused the location in Christian High School Urimessing Ambon. The object of this research was the all democratic phenomena found in the process of teaching and learning of Christian education. The results of this study can be described as follows: religious education in a democratic school culture has the potential to disseminate de-radicalization because the learning process optimized the attitude of critical thinking on freedom, independence, and accountability that were assumed to build the belief, attitude and norm of student to: (1) deepen and believe their own religious teachings; (2) commit to transform their religious teacgings in their daily life, both individually and socially; and (3) become the real who got off from violence and anarchy in realizing their objectives.***Penelitian ini bertujuan untuk menemukan dan mendeskripsikan Pendidikan Agama dalam kultur sekolah demokratis sebagai salah satu strategi membumikan deradikalisasi agama di sekolah. Metode penelitian yang digunakan adalah kualitatif naturalistik dengan strategi studi kasus dan mengambil tempat penelitian di SMA Kristen Urimessing Ambon. Objek penelitian ini adalah keseluruhan gejala demokratis dalam proses belajar mengajar Pendidikan Agama Kristen. Hasil penelitian dapat dideskripsikan sebagai berikut, Pendidikan Agama dalam kultur sekolah demokratis berpotensi membumikan deradikalisasi, karena dalam proses belajar mengajar mengoptimalkan sikap kebebasan berpikir kritis, kemandirian, dan akuntabilitas sehingga dapat membentuk keyakinan, sikap dan norma peserta didik untuk: (1) mendalami dan meyakini ajaran agamanya sendiri; (2) berkomitmen mentransformasikan ajaran agamanya secara baik dalam kehidupan pribadi maupun sosial bermasyarakat; dan (3) memberi teladan secara konkret tidak terjebak menggunakan kekerasan dan anarkisme dalam mewujudkan keinginan.

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The Role of Islamic Education Teachers in Preventing Radicalism at Madrasa Aliyah

Nazhruna Jurnal Pendidikan Islam ◽

10.31538/nzh.v4i1.1073 ◽

2021 ◽

Vol 4 (1) ◽

pp. 74-90

Author(s):

Udin Supriadi ◽

Usup Romli ◽

Mohammad Rindu Fajar Islamy ◽

Muhamad Parhan ◽

Nurti Budiyanti

Keyword(s):

Religious Education ◽

Learning Process ◽

Descriptive Analysis ◽

Analysis Method ◽

Interactive Analysis ◽

Analysis Technique ◽

The Republic ◽

Teaching Learning ◽

Islamic Values

Radicalism is seen as dangerous for the integrity of the Republic of Indonesia. It is contradictory to Islamic values, where Islam upholds the principles of tolerance, peace, and respect for one's beliefs. Therefore, serious efforts are required from all levels of society to minimize the spread of this understanding, especially for the millennial generation. This study aims to find conceptual ideal ideas to deal with issues of radicalism through the role of (IRE) Islamic Religious Education teachers in the formal learning process at schools. This study employed a qualitative approach with a descriptive analysis method. The study was carried out in Madrasa Aliyah (Islamic Senior High School) Maarif Tanjung Sari Sumedang. Data were collected through an interview, observation, and discussion. The data were analyzed using the interactive analysis technique. Results of the study revealed that the Islamic Religious Education teacher of MA Maarif Tanjung Sari played an important role in stemming radicalism. Implementing 5 principles in the teaching-learning process is the key.

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METODE PENDIDIKAN AGAMA HINDU DALAM MENUMBUHKEMBANGKAN PENDIDIKAN KARAKTER ANAK DI SEKOLAH DASAR NEGERI 5 SAYAN

Sang Acharya : Jurnal Profesi Guru ◽

10.25078/sa.v2i1.3238 ◽

2021 ◽

Vol 2 (1) ◽

pp. 54

Author(s):

I Made Padma Negara

Keyword(s):

Religious Education ◽

Daily Life ◽

Moral Values ◽

Ethical Values ◽

Human Personality ◽

Cognitive Aspect ◽

Norms And Values ◽

Controlling Behavior ◽

Religious Aspect

The role of religious education, especially Hindu religious education, is strategic in realizing the character of students. Religious education is a means of transforming knowledge in the religious aspect (cognitive aspect), as a means of transforming norms and moral values to form attitudes (affective aspects), which plays a role in controlling behavior (psychomotor aspects) so as to create a complete human personality. Educators, especially Hindu teachers, must prioritize Hindu religious education, which has been covered by moral and ethical values as a method of learning to shape the character of the child so that students understand the norms and values that are sublime in accordance with the teachings of Hinduism that can be used in daily life. The issues that will be discussed include: (1) How is the method of Hindu religious education in developing the character of students in SD Negeri 5 Sayan?, (2) How is the support of school residents towards hindu religious education methods in developing the character of students in SD Negeri 5 Sayan?, (3) What are the implications of Hindu religious education methods in shaping the character of the students of SD Negeri 5 Sayan?. This research aims to: (1) To explain hindu religious education methods in developing the character of students in SD Negeri 5 Sayan. (2) To know the support of school residents towards hindu religious education methods in developing the character of students in SD Negeri 5 Sayan. (3) To describe the implications of Hindu religious education methods in shaping the character of the students of SD Negeri 5 Sayan.

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