INCLUSIVE RELIGIOUS EDUCATION DISABILITY-FRIENDLY PAI INNOVATION IN INCLUSIVE SCHOOLS
Keywords:
nclusivity, Disability, Learning Innovation, Inclusive Schools, Universal Design for LearningAbstract
Islamic Religious Education (PAI) is one of the core subjects that aims to shape the character and spirituality of students. However, in the context of inclusive schools, PAI learning practices still face serious challenges, especially in reaching the needs of students with disabilities. This study aims to design and identify innovations in inclusive, adaptive, and disability- friendly PAI learning with a differentiation pedagogy approach and the use of multisensory media. The study was conducted in three inclusive elementary schools in West Java that have a student population with various disabilities (sensory, intellectual, and motoric). The method used is descriptive qualitative with data collection techniques through learning observations, in-depth interviews with PAI teachers and students, and learning document studies. The results of the study showed that the majority of PAI teachers did not have special training in dealing with students with disabilities, and learning was still one-way, without adjustments to the diversity of needs. Innovations that were successfully identified included the use of the Braille Qur'an and digital audio for the blind, a series of picture cards for slow learner students, and visual-kinesthetic aids in teaching worship practices such as prayer and ablution. In addition, the implementation of an empathetic approach based on the values of rahmatan lil 'alamin, as well as the integration of the Universal Design for Learning (UDL) principles in the RPP also increased the participation of students with disabilities in Islamic Religious Education learning. This study emphasizes the importance of a paradigm shift in religious education, from being
oriented towards lectures and memorization to learning based on inclusive and adaptive spiritual experiences. Policy support, teacher training, and the development of a differentiated curriculum based on special needs are needed so that Islamic values can be conveyed meaningfully to all students, without discrimination
References
Abdurrahman, M. (2009). Liberating Islamic Education. Yogyakarta: LKiS.
Al-Bukhari, Sahih al-Bukhari, Buku al-Tafsir, Hadith No. 4930.
Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. CSIE.
Booth, T., & Ainscow, M. (2011). The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies on Inclusive Education (CSIE). CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org/
Creswell, John W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Miles, Matthew B., & Huberman, A. Michael. (1994). Qualitative Data Analysis: AnExpanded Sourcebook. Beverly Hills: Sage.
Moleong, Lexy J. (2017). Qualitative Research Methodology. Bandung: Remaja Rosdakarya.
Rose, D., & Meyer, A. (2006). A Practical Reader in Universal Design for Learning. Harvard Education Press.
Sugiyono. (2019). Qualitative, Quantitative, and R&D Research Methods. Bandung: Alfabeta.
Sunardi, et al. (2011). "The Implementation of Inclusive Education for Students with Special Needs in Indonesia." Excellence in Higher Education, 2(1), 1–10.
Suyadi. (2021). Inclusive Education in Islamic Perspective. Yogyakarta: Pustaka Pelajar,
Law of the Republic of Indonesia Number 20 of 2003 concerning the National EducationSystem.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Winarti, S., & Mulyadi, D. (2020). “Interactive Media for Religious Learning in Inclusive Schools”. Journal of Islamic Education, 8(1), 1–14.
Yuliana, E. (2019). “Use of Braille Aids in Islamic Religious Education Learning for the Blind”. Jurnal Tarbiyah Inklusif, 5(2), 103–112.
