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Arabic Learning in New Normal Era for Students with Visual Impairment at Inclusive Madrasah Yuslam, Yuslam; Harimi, Abdal Chaqil; Anggraeni, Annisa Juli
Aphorisme: Journal of Arabic Language, Literature, and Education Vol 4 No 1 (2023): Geographical Coverage: Indonesia, Nigeria, and Mali
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v4i1.2392

This study examines the process of learning Arabic at MAN 2 Sleman which is committed to inclusive education so that they integrate learning for students with disabilities and non-disabled students. This type of research is qualitative research with a phenomenological approach. The techniques used in collecting data are observation, interviews, and documentation. The data sources selected in this study were the Head of the Madrasah, Arabic Teachers, Students with Disabilities, and the Head of ULD. Purposive and snowball sampling is used in determining the data source. The results of this study indicate that MAN 2 Sleman always strives to be committed to providing inclusive education. This is evidenced by the effort to complete physical facilities such as guiding blocks and the establishment of ULD in 2020. In addition, MAN 2 Sleman always increases the capacity for knowledge, understanding, and educational practice for HR in the madrasa by organizing various training or workshops for the MAN 2 community. Sleman, the formation of inclusive friends and assistance for students with visual impairments after the covid-19 pandemic. Specific problems in the Arabic learning process for students with disabilities are the lack of Arabic language teachers' ability to write and read Braille Arabic letters, the absence of Arabic references in braille form, and the unavailability of an Arabic dictionary either in braille form or an easily accessible application, by students with disabilities. Efforts made to overcome these problems are the provision of recordings of books or materials and even Arabic questions that teachers or friends of non-disabled students carry out. Students with disabilities can write Latin in the maharah Kitabah or Arabic and then be corrected by a companion who can write and read Arabic Braille. In addition, even though the COVID-19 pandemic has been considered sloping, applications are still ongoing, such as recording text readings or Arabic questions using VN, using the YouTube application to help deepen material and using Google Form media to answer Arabic questions.

Studi Tentang Kompetensi Guru PAUD Berkualifikasi Akademik Sarjana PG-PAUD Dan NonPG-PAUD di PAUD Istiqomah Sambas Purbalingga Yuslam, Yuslam; Setiani, Riris Eka; Sari, Almi Kurnia
Al-Athfal: Jurnal Pendidikan Anak Vol. 3 No. 2 (2017)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2017.32-04

Through this research the author attempt to explore and examine how pedagogic competence and professional competencies Early Childhood teachers academics qualified beetwen S1 PG -PAUD and non PG-PAUD. This research type is field research. The data collection method using the interview, observation and communication. the data analysis using the data reduction technique, presentation of data and conclusions. The results of this research showed that the teachers who have competency S1 PG-PAUD appear to have sufficient understanding of the development of the children. The understanding of the development implicated against the election of learning materials and the use of learning methods that adjusted with the developmental stage. It is different with teachers nonPG-PAUD, they appear to not understand the developmental stage until there from some teachers who use the method less in accordance with the children development. the differences also appear in the case of mastering, making lesson plans and learning evaluation. As part of the effort to improve teachers Profesionalism, the institutions apply some policy Including: selective recruitment, internship program for six months, guidance careers, develop training programs, sharing between teachers and provide the opportunity for teachers S1 nonPG-PAUD to lectures S1 PG-PAUD Education.

Eksistensi Madrasah Diniyah Takmiliyah Awaliyah (MDTA) Roudlotut Tholibin dalam Menanamkan Akhlak Santri di Desa Jatimakmur Songgom Brebes Aola, Ikrimatul; Yuslam, Yuslam
Jurnal Kependidikan Vol. 12 No. 2 (2024)
Publisher : Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v12i2.10952

This research aims to describe the existence of Islamic madrasas in instilling morals in students in Jatimakmur Village, Songgom District, Brebes Regency. The author uses field research where researchers go directly into the field to obtain research data. The approach used is a descriptive qualitative approach to describe the existence of MDTA Roudlotut Tholibin in instilling morals in students. The data collection methods used in this research are interviews, observation and documentation. Next, the author analyzed the data using the Miles and Huberman model by reducing data, presenting the data and verifying the data. Then the data was tested for validity by triangulation and research extension. The research results show that the existence of MDTA Roudlotut Tholibin began with the thoughts of the Jatimakmur village religious leaders to advance Islamic education, especially in instilling morals. The moral material taught to the students is morals towards Allah, morals towards fellow human beings and morals towards the environment. The teaching methods used to instill morals include: the ta'lim method, habituation, training and the mujahadah method. There are 2 factors in instilling morals in students, namely factors that come from within a student and factors that come from outside the student.

Cross-Cultural Counseling as a Catalyst for Inclusivity in Implementing the Independent Curriculum in Schools Budiyono, Alief; Yuslam, Yuslam
Asian Journal of Applied Education (AJAE) Vol. 4 No. 1 (2025): January 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i1.13329

Implementing the Independent Curriculum in schools presents challenges in creating an inclusive environment and accepting cultural diversity. One solution to overcome these challenges is through the application of cross-cultural counseling which can act as a catalyst for inclusivity. Cross-cultural counseling helps students understand, appreciate and respond to cultural differences in a positive way, thereby creating a harmonious school atmosphere and supporting their academic and social development. This research aims to explore the role of cross-cultural counseling in building multicultural awareness and its impact on student learning outcomes and behavior at school. The research method used was a qualitative approach with a descriptive design, where interviews were conducted with Counseling Guidance Teachers (BK) from MAN 1 and MAN 2 Banyumas. The research results show that cross-cultural counseling has a significant influence in increasing students' cultural awareness and encouraging them to appreciate diversity more. In addition, school counselors play a role in resolving intercultural conflicts, integrating inclusive values in school programs, and providing academic assistance that is sensitive to students' culture. Evaluations of the impact of cross-cultural counseling have also shown improvements in learning outcomes, student engagement, and reductions in negative behaviors related to cultural differences. Overall, this research concludes that cross-cultural counseling plays an important role in supporting the implementation of the Independent Curriculum and creating an inclusive school environment.

Arabic Learning in New Normal Era for Students with Visual Impairment at Inclusive Madrasah: Ta’līm al-Lugah al-’Arabiyyah fi al-Fatrah al-Jadīdah liṭullāb Żawi al-‘I’āqah al-Baṣariyyah fi al-Madrasah al-Syāmilah Yuslam, Yuslam; Harimi, Abdal Chaqil; Anggraeni, Annisa Juli
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 4 No. 1 (2023): Geographical Coverage: Indonesia, Nigeria, and Mali
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v4i1.2392

This study examines the process of learning Arabic at MAN 2 Sleman which is committed to inclusive education so that they integrate learning for students with disabilities and non-disabled students. This type of research is qualitative research with a phenomenological approach. The techniques used in collecting data are observation, interviews, and documentation. The data sources selected in this study were the Head of the Madrasah, Arabic Teachers, Students with Disabilities, and the Head of ULD. Purposive and snowball sampling is used in determining the data source. The results of this study indicate that MAN 2 Sleman always strives to be committed to providing inclusive education. This is evidenced by the effort to complete physical facilities such as guiding blocks and the establishment of ULD in 2020. In addition, MAN 2 Sleman always increases the capacity for knowledge, understanding, and educational practice for HR in the madrasa by organizing various training or workshops for the MAN 2 community. Sleman, the formation of inclusive friends and assistance for students with visual impairments after the covid-19 pandemic. Specific problems in the Arabic learning process for students with disabilities are the lack of Arabic language teachers' ability to write and read Braille Arabic letters, the absence of Arabic references in braille form, and the unavailability of an Arabic dictionary either in braille form or an easily accessible application, by students with disabilities. Efforts made to overcome these problems are the provision of recordings of books or materials and even Arabic questions that teachers or friends of non-disabled students carry out. Students with disabilities can write Latin in the maharah Kitabah or Arabic and then be corrected by a companion who can write and read Arabic Braille. In addition, even though the COVID-19 pandemic has been considered sloping, applications are still ongoing, such as recording text readings or Arabic questions using VN, using the YouTube application to help deepen material and using Google Form media to answer Arabic questions.

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