<![CDATA[This study aims to analyze the role of Islamic Religious Education teachers as mentors, facilitators, motivators, and evaluators in supporting the social interaction of students with intellectual disabilities at Yayasan TPI Amplas. This study employed a qualitative approach with a descriptive research design. The research informants consisted of Islamic Religious Education teachers, students with intellectual disabilities, classroom teachers, and the principal of Yayasan TPI Amplas. Data were collected through observation, interviews, and documentation, while data analysis was conducted through the stages of data reduction, data display, and conclusion drawing.The findings revealed that Islamic Religious Education teachers play an important role in supporting the development of social interaction among students with intellectual disabilities through direct assistance, the use of simple learning media, the provision of learning motivation, and the evaluation of students’ social behavior development. Teachers implemented an individualized, patient, and attentive learning approach, enabling students to better understand learning materials and establish positive interactions with their peers and the school environment. Furthermore, the attention and motivation provided by teachers contributed to increasing students’ self-confidence in communication and socialization. Therefore, Islamic Religious Education teachers not only function as instructors but also serve as social mentors who support the development of social interaction skills among students with intellectual disabilities.]]>
