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All Journal Islamic Studies in the World Journal Neosantara Hybrid Learning
Ahmed Al-Harthy
Sultan Qaboos University
Religion

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Fostering a ‘Rahmah’ (Mercy) Environment: An Inclusive Learning Model for Students with Special Needs in Islamic Primary Schools Loso Judijanto; Ahmed Al-Harthy; Mariam Al-Mashani; Nasser Al-Hosni
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3019

Abstract

This study explores the development of an inclusive learning model grounded in the Islamic value of rahmah (mercy) to support students with special needs in Islamic primary schools. The research is situated within the growing concern that many Islamic schools emphasize cognitive achievement and religious ritual proficiency while lacking structured frameworks that address the diverse developmental, emotional, and cognitive needs of children with disabilities. The concept of rahmah, rooted in Qur’anic and prophetic traditions, provides a powerful ethical foundation for rethinking inclusion as a moral, pedagogical, and communal responsibility rather than a technical intervention. The study aims to design and examine a rahmah-based inclusive learning model that integrates Islamic ethical principles with contemporary special education practices. A qualitative design was employed, combining document analysis of Islamic educational guidelines, observation of classroom practices in three Islamic primary schools, and semi-structured interviews with teachers, parents, and inclusion coordinators. Data were analyzed using thematic coding to identify pedagogical, emotional, and organizational components of rahmah-driven inclusion. The findings reveal that an effective rahmah environment requires three core elements: compassionate teacher-student interaction rooted in empathy and dignity; differentiated instructional practices aligned with students’ abilities; and a supportive school culture that normalizes diversity through collaborative roles among teachers, peers, and families. Schools implementing these elements reported improvements in student engagement, emotional security, and social participation among learners with special needs.
INCLUSIVE EDUCATIONAL TECHNOLOGY FOR STUDENTS WITH DYSLEXIA IN A HYBRID READING PROGRAM: A CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Saiful Fallah; Ahmed Al-Harthy; Fatima Al-Said; Khaled Al-Sharqi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2532

Abstract

Dyslexia is a common learning difficulty that affects many students worldwide, including those in Indonesia. Students with dyslexia face significant challenges in traditional educational settings, particularly in reading and language development. Inclusive educational technologies offer promising solutions to support these students, especially in hybrid learning environments where both digital and traditional methods are integrated. This study aims to explore the effectiveness of inclusive educational technology in a hybrid reading program for primary school students with dyslexia in Indonesia. The research employs a case study methodology, focusing on a group of dyslexic students at an Indonesian primary school. Data was collected through classroom observations, interviews with teachers, and pre- and post-assessments of reading skills. The results indicate that the use of educational technology, such as text-to-speech tools, phonics-based apps, and digital reading platforms, significantly improved students' reading abilities and engagement. The hybrid program allowed students to learn at their own pace, providing tailored support that traditional methods could not offer. The study concludes that inclusive educational technology is a valuable tool for supporting students with dyslexia, enhancing their reading skills, and promoting greater inclusion in the classroom. These findings contribute to the growing body of research on educational technology and inclusive practices in primary education.
Co-Authors Fatima Al-Said Khaled Al-Sharqi Loso Judijanto Mariam Al-Mashani Nasser Al-Hosni Saiful Fallah