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All Journal Islamic Studies in the World Journal Neosantara Hybrid Learning
Muhmammad Alfi Syahrin
Institut Ahmad Dahlan Probolinggo
Religion

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Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities Salasiah Salasiah; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3190

Abstract

Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies. Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities. Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing. Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation). Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
LEADERSHIP PRACTICES AND TEACHER MOTIVATION IN ISLAMIC VOCATIONAL SCHOOLS: A QUALITATIVE STUDY Syamsul Kamar; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Journal Neosantara Hybrid Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i1.3192

Abstract

This study examines how school leadership practices affect teacher motivation and professional performance in Islamic vocational education. While leadership has been widely studied in general education, evidence from Islamic vocational schools, especially from the perspective of Islamic Education (PAI) teachers, remains limited. This qualitative case study was conducted in an Islamic vocational school in East Kalimantan, Indonesia, involving the principal and PAI teachers. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings show that visionary, participative, and value-based leadership practices strengthen teachers’ intrinsic motivation, work discipline, professional commitment, and instructional performance. The principal’s ability to integrate institutional goals with Islamic values was found to create a supportive school climate that encourages responsibility and innovation among teachers. The novelty of this study lies in its integrated perspective linking leadership practices, teacher motivation, and professional performance in Islamic vocational education. These results contribute to educational leadership theory and provide practical insights for school leaders seeking to enhance teacher professionalism and learning quality in faith-based vocational schools.
Co-Authors Benny Prasetya Khamam Khosiin Salasiah Salasiah Syamsul Kamar