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All Journal Journal of Islamic Education and Innovation (JIEI) Eduprof Research Journal on Teacher Professional Development
Husnul Khotimah
Universitas Islam Cirebon
Religion Education Social Sciences Other

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Development of Islamic Education Teaching Materials Based on Applied Behavior Analysis (ABA) and Positive Behavior of Disabled Students Husnul Khotimah; Ali Murtadho; Abdul Rohman
Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i1.446

Abstract

Islamic Religious Education (PAI) is intended to reach every student, including children with intellectual disabilities (tunagrahita). In practice, however, specialized PAI teaching materials for these children are virtually nonexistent. Teachers still rely on textbooks designed for typically developing students or create their own modules without using appropriate methods, directly contradicting National Education Law No. 20 of 2003, Article 5 Paragraph 2, which mandates special education for citizens with physical, emotional, mental, intellectual, or social disabilities. Previous studies on PAI for children with special needs have only described conventional planning and evaluation without developing tailored approaches. This study aims to develop ABA-based PAI teaching materials for children with intellectual disabilities. It employs a literature review method by systematically collecting, reading, recording, and analyzing journals, books, and documents on teaching materials and Applied Behavior Analysis (ABA).The findings demonstrate that ABA-based PAI materials are critically needed. ABA, originally developed for autism, has proven highly effective for other disorders such as ADHD and Asperger’s syndrome, as well as for typically developing children. For tunagrahita students facing significant intellectual and adaptive limitations, this approach systematically shapes specific behaviors into socially acceptable ones and optimally supports PAI competency mastery. In conclusion, ABA-based PAI teaching materials represent a vital innovation that fulfills the national legal mandate for meaningful and inclusive Islamic Religious Education
Integrasi moderasi beragama dengan teknologi pembelajaran sebagai strategi guru dalam pembentukan karakter siswa Husnul Khotimah; Athiyatul Maula; Ima Rahima; Muhammad Abdul Aziz
Journal of Islamic Education and Innovation Vol 6, No.2: July- December 2025 (In Press)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jiei.v6i2.14091

Abstract

Perkembangan teknologi informasi yang menyentuh kehidupan siswa dalam kesehariannya menjadi realitas yang memberikan dampak pada perubahan gaya belajar. Namun, fenomena perilaku siswa dalam bermedia sosial menunjukkan kecenderungan penggunaan pada aspek hiburan dominan dibandingkan sebagai sumber belajar. Penelitian ini bertujuan untuk menganalisis integrasi moderasi beragama dengan memanfaatkan teknologi pembelajaran sebagai strategi guru dalam pembentukan karakter siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara mendalam, dan dokumentasi di sekolan NU Ciledug. Analisis data dilakukan dengan reduksi data, penyajian data, serta penarikan informasi verifikasi. Hasil penelitian menunjukkan bahwa guru mata pelajaran Pendidikan Agama Islam menyisipkan nilai-nilai Islam moderat seperti toleransi, adil, seimbang, dan anti kekerasan dalam materi ajar dan kegiatan pembelajaran yang berbasis digital. Kendala yang dihadapi oleh guru meliputi kurangnya pelatihan teknologi, keterbatasan fasilitas, serta pemahaman moderasi yang belum merata. Meskipun demikian, strategi yang menggabungkan pendekatan kontekstual dan media digital terbukti meningkatkan pemahaman terhadap moderasi beragama serta partisipasi siswa dalam pembelajaran. Implikasi dari temuan ini menunjukkan bahwa nilai-nilai moderasi beragama dapat disisipkan pada pembelajaran PAI dengan memanfaatkan teknologi pembelajaran.  Penguatan kapasitas guru dan kebijakan pendidikan yang mendukung integrasi nilai keagamaan dan teknologi sangat penting untuk membentuk generasi yang religius, toleran, dan melek digital.
Internalizing the Value of Respecting Differences through Role Playing: Classroom Action Research on Islamic Education Learning in Elementary Schools Moh. Hadziq Mushoffa; Husnul Khotimah; Husnul Himma
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.24330

Abstract

Life in a pluralistic society requires the formation of noble morals from an early age, especially an attitude of mutual respect for differences. However, moral learning in Islamic Religious Education (PAI) subjects in elementary schools often experiences obstacles because student learning outcomes, especially in the realm of social attitudes, are still low and have not reached the Minimum Completeness Criteria (KKM). This study aims to analyze the application of the Role Playing Learning Model in improving the moral learning outcomes of students in grade Va of SDN 1 Kalipucangkulon Welahan Jepara on the material of mutual respect for differences in the 2024/2025 school year. The research uses a classroom action research (PTK) approach with a spiral design consisting of three stages: pre-cycle, cycle I, and cycle II. The subjects of the study were 25 students of class Va. Data were collected through behavioral observation, attitude assessment documentation, and field notes, then analyzed descriptively, qualitatively, and quantitatively. The results showed an increase in moral learning completeness from 58% in the pre-cycle to 76% in the first cycle, and reached 88% in the second cycle. The application of Role Playing has been shown to be effective in helping students understand moral values contextually through simulation of real social experiences, thus facilitating the internalization and application of an attitude of respect for differences in daily life. These findings make an original contribution to the development of social-emotional experience-based PAI learning strategies, while offering innovative alternatives for teachers in optimizing moral learning in elementary schools
Co-Authors Abdul Rohman Ali Murtadho Athiyatul Maula Husnul Himma Ima Rahima Moh. Hadziq Mushoffa Muhammad Abdul Aziz