PAI Learning Strategy for Graduate Students at Extraordinary Junior High Schools in Tangerang
DOI:
https://doi.org/10.58818/ijems.v2i6.10Keywords:
PAI Learning, Mentally Retarded Students, Junior High SchoolsAbstract
This research aims to find strategies, methods, evaluations, media, and obstacles to implementing PAI for mentally retarded students at SMPLB Negeri. The research method uses qualitative analysis. Data sources are PAI teachers, administrative staff, and students' parents. Data collection techniques were carried out through observation, interviews, and document review. Data analysis was carried out by reducing data, presenting data, and drawing conclusions. The findings in this research are (1) PAI learning strategies with expository and contextual strategies on the cognitive aspect, value clarification technique strategies on the affective aspect, and direct learning strategies on the psychomotor aspect. (2) PAI learning methods are the lecture model, question and answer model, demonstration model, and exemplary model. (3) PAI learning media is prayer equipment, namely sarongs, mukenas, prayer mats, and prayer rooms. (5) Evaluation of PAI learning using the question-and-answer model and memorization tests. Written test and oral test models. Meanwhile, the non-test technique is observation. (6) Obstacles to PAI learning are students' limitations in remembering lessons, students' limited language skills, students' lack of discipline during school hours, and the absence of accompanying teachers.
Downloads
References
Ahsanulkhaq, Moh. (2019). Forming Students' Religious Character Through Habituation Methods." Padagogia Prakarsa Journal,: 29.
Ahyat, Nur. (2017). Islamic Religious Education Learning Methods." Edusiana: Journal of Management and Islamic Education,
Aisah, A., & Santosa, D. (2019). Increasing the Capacity of PAI Teachers through Curriculum Modification Training Using Differentiated Instruction for Students with Intellectual Disabilities. Islamadina Journal of Islamic Thought.
Asrul., et al. (2015). Learning Evaluation. Bandung: Citapustaka Media,
Aryani, T. (2018). Habituation of Memorizing Short Letters for Children with Intellectual Disability at Banjarnegara State Special School. Purowkerto State Islamic Institute, Islamic Religious Education. Purwokerto.
Budiarti, S. (2017). Face Classification of Down Syndrome Children through Facial Images Using the Probabilistic Neural Network (PNN) Algorithm. University of - Tangerang, Information Technology. Tangerang: USU Institutional Repository.
Diniyah, H., & Mafhudin, A. (2017). The Role of Islamic Boarding School Teachers in Memorizing the Koran at the Tahfizul Qur'an Imam Ghozali Peterongan Jombang Islamic Boarding School. Journal of Islamic Education.
Fauzia, I. N. (2018). High School Student Discipline in terms of Religiosity. Journal of Psychology, Faculty of Psychology.
Halaliyah, R. (2019). Implementation of the Drill Method in Learning the Qur'an for High School Level Intellectually Disabled Children at SLB Paedagogia Surabaya. Sunan Ampel State Islamic University, Islamic Religious Education. Surabaya.
Hanik, U. (2016). Teacher Management in Applying Islamic Religious Education Learning Methods to Autistic Children. Education.
Hidayat, Y. N., Mauliani, L., & S, A. F. (2018, September). Application of Behavioral Architecture Concepts to the Down Syndrome Rehabilitation Center Building in Jakarta. Journal of Prototype Architecture, 2, 45.
Khilmiyah, A. (2016). Qualitative Research Methods. Bantul, DI Yogyakarta, Indonesia: Samudra Biru Publishers (IKAPI Member).
Muhtar, Muhammad Yamin. 2016. I'm a crew member, I can pray. Jakarta: Gramedia Pustaka Utama.
Martha, R. (2017). Cognitive Management of Down Syndrome through the Puzzle Method in Early Childhood. Journal of Obsession:
Muhsin, A., & Arifin, Z. (2017, December). The Influence of Memorizing Juz 'Amma at Madrasah Diniyah Tafaqquh Fiddin Darul Ulum on Learning Results of the Koran and Hadith at MTsN Rejoso Peterongan 1. Journal of Islamic Education, 1, 283.
Ni'am, H. (2016). Islamic Religious Education Learning Strategy for Children with Special Needs (Tunagrahita) at SLB M. Surya Gemilang Kec. Limbangan District Kendal. Walisongo State Islamic University, Islamic Religious Education.
Saputra, W. (2016). Teacher Strategy in Teaching Reading the Qur'an in the Qur'an Hadith Subject (Case Study at SMA Muhammadiyah Kasihan). Muhammadiyah University of Yogyakarta, Islamic Religious Education. Yogyakarta: UMY Repository.
Setyarini, E. A., & Salamah, M. (2015). Ordinal Logistic Regression Analysis to Determine the Level of Intellectual Impairment Disorders in Ponorogo Regency Based on Internal Factors Causing Intellectual Impairment. ITS Science and Arts Journal, 4, D163.
Sundari, F. (2017). The Role of Teachers as Learning in Motivating Elementary Age Students. Proceedings of the Education Panel Discussion "Becoming a Learning Teacher", 63.
Suprihatiningrum, J. (2016). Learning Strategy: Theory and Application. Sleman, Yogyakarta, Ar-Ruzz Media.
Tambunan, S. M. (2018). Strategy of Islamic Religious Education (PAI) Teachers in Learning Children with Special Needs (ABK) who are mentally retarded at SLB ABC Islamic Education Park (TPI) Tangerang Amplas.
Umama, N. (2015). Al-Qur'an Learning for Blind Students at Semarang State SMPLB Academic Year 2014/2015. Walisongo State Islamic University, Islamic Religious Education. Semarang: Walisongo Institutional Repository.
Widiantoro. (2016). Islamic Religious Education Teacher Learning Strategies for Class V Blind Students at SLB 1 Bantul. Muhammadiyah University of Yogyakarta, Islamic Religious Education. Yogyakarta: UMY Repository.
Widiastuti, N. K., & Winaya, I. A. (2019). Specific Principles and Types of Educational Services for Children with Intellectual Disability. Santiaji Journal of Education, 9, 117.
Zein, A. (2018). Islamic Learning Strategy for Deaf Children with Special Needs (ABK) at SLB ABC Tangerang Islamic Education Park. - Tangerang State Islamic University, Islamic Religious Education. Tangerang: Repository UIN - Tangerang.
Zein, M. (2016, July-December). The Role of Teachers in Learning Development. V, 279- 280.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright and License Statement
Authors who publish their manuscripts in this Journal agree to the following conditions:
The copyright for any article in The International Journal of Education Management and Sociology (IJEMS) is fully held by the author under a Creative Commons CC BY 4.0 license:
- The author acknowledges The International Journal of Education Management and Sociology (IJEMS) has the right to publish for the first time with a Creative Commons Attribution 4.0 International License / CC BY 4.0.
- Authors can enter writings separately, arrange non-exclusive distribution of manuscripts that have been published in this journal into other versions (eg sent to the author's institutional repository, publication in a book, etc.), by acknowledging that the manuscript has been published for the first time in The International Journal of Education Management and Sociology (IJEMS)
- The International Journal of Education Management and Sociology (IJEMS) published under the terms of a Creative Commons Attribution 4.0 International License / CC BY 4.0. This license permits anyone to copy and redistribute this material in any form or format, compose, modify, and make derivative works of this material for any purpose, including commercial purposes, so long as they include credit to the Author of the original work.
