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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Journal of Scientech Research and Development SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION)
Afifah, Apriana
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Religion Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Library & Information Science Social Sciences Other

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PEMBINAAN FIQIH IBADAH PADA ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSI Afifah, Apriana
Journal of Scientech Research and Development Vol 6 No 1 (2024): JSRD, June 2024
Publisher : Ikatan Dosen Menulis

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Abstract

Pemberian yurisprudensi agama bagi anak berkebutuhan khusus di sekolah yang menyelenggarakan pendidikan inklusif merupakan upaya penting untuk menjamin anak berkebutuhan khusus mampu memahami dan menjalankan kewajiban agamanya secara efektif. Artikel ini bertujuan untuk menganalisis tujuan pembinaan fiqih agama, serta tahapan tumbuh kembang anak dalam pembinaan fiqih agama. Selain itu penelitian ini juga bertujuan untuk mengungkap makna pembinaan fiqih ibadah, serta mengetahui makna tahapan tumbuh kembang anak dalam pembinaan fiqih ibadah. Penelitian ini menggunakan metode penelitian kepustakaan dengan pendekatan kualitatif. Selain itu, penelitian ini juga melibatkan studi literatur yang mendalam mengenai bimbingan fiqih bagi anak berkebutuhan khusus. Hasil penelitian menunjukkan bahwa nilai-nilai pengembangan fikih Islam meliputi kesantunan, sikap memaafkan dan pemikiran yang matang, yang kesemuanya penting dalam membentuk karakter anak berkebutuhan khusus agar mampu berperan aktif dalam masyarakat secara harmonis.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.
Co-Authors Dina Hermina Muhamad Sabirin Tuah, Dilah bin