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p-Index From 2021 - 2026
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All Journal INCARE Halaqa: Journal of Islamic Education
Marlika, Titim
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pendidikan Bahasa Arab bagi Siswa Berkebutuhan Khusus Tuna Grahita di Madrasah Inklusi Astuti, Erma Hari Tri; Khilmah, Khilmah; Marlika, Titim; Sa'adah, Nila
INCARE, International Journal of Educational Resources Vol 5 No 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1084

Abstract

Arabic language education for students with intellectual disabilities (ABK tunagrahita) in inclusive madrassas requires adaptive methods, effective media, and cross-stakeholder collaboration to achieve optimal outcomes. This study aims to analyze effective teaching methods, challenges faced by teachers, and the collaboration between teachers, parents, and therapists in teaching Arabic to ABK. Using a qualitative approach through literature reviews, the study found that individualization, multisensory, and demonstration methods are key to successful learning. Media such as flashcards, digital applications, and concrete objects help students grasp abstract concepts like Arabic letters. Major challenges faced by teachers include limited resources, insufficient specialized training, and communication barriers with students. However, effective collaboration among teachers, parents, and therapists enhances learning consistency and creates a supportive environment tailored to the individual needs of students. This study contributes to the development of inclusive Islamic education, particularly for students with intellectual disabilities.
Arabic Language Education for Students with Intellectual Disabilities at Inclusive Madrasahs Astuti, Erma Hari Tri; Khilmah, Khilmah; Marlika, Titim; Sa'adah, Nila
INCARE, International Journal of Educational Resources Vol. 5 No. 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1084

Abstract

Arabic language education for students with intellectual disabilities (ABK tunagrahita) in inclusive madrassas requires adaptive methods, effective media, and cross-stakeholder collaboration to achieve optimal outcomes. This study aims to analyze effective teaching methods, challenges faced by teachers, and the collaboration between teachers, parents, and therapists in teaching Arabic to ABK. Using a qualitative approach through literature reviews, the study found that individualization, multisensory, and demonstration methods are key to successful learning. Media such as flashcards, digital applications, and concrete objects help students grasp abstract concepts like Arabic letters. Major challenges faced by teachers include limited resources, insufficient specialized training, and communication barriers with students. However, effective collaboration among teachers, parents, and therapists enhances learning consistency and creates a supportive environment tailored to the individual needs of students. This study contributes to the development of inclusive Islamic education, particularly for students with intellectual disabilities.
Ethics-Based Teacher Recruitment: A Philosophical Reflection on the Non-Smoking Policy at MIS Nurul Amal Marlika, Titim; Affandi, Akhmad; Udin, Tamsik
Halaqa: Journal of Islamic Education Vol. 2 No. 1 (2026): Halaqa : Journal of Islamic Education
Publisher : PT. Student RIhlah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61630/hjie.v2i1.19

Abstract

This study examines the ethics-based teacher recruitment policy at MIS Nurul Amal, particularly the non-smoking requirement for male teachers, as an institutional embodiment of moral values in Islamic education. Employing a qualitative case study approach, data were collected through interviews, observations, and documentation. The findings reveal that the policy fosters not only a healthy and religious school climate but also a culture of moral exemplarity embedded in teachers’ daily conduct. The analysis incorporates the Islamic concept of uswah hasanah and Sartrean existential ethics concerning individual moral responsibility. The study proposes a conceptual model of character formation through ethical recruitment, offering a replicable framework for other values-based educational institutions.
Co-Authors Akhmad Affandi Astuti, Erma Hari Tri Khilmah, Khilmah Sa'adah, Nila Tamsik Udin