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All Journal Al-Fikru: Jurnal Ilmiah Journal of Educational Sciences
Fadhluzzakiyy, Kemas Ahmad
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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PAI Teacher's Strategy in Building a Classroom Environment That is Friendly to Children with Special Needs Fadhluzzakiyy, Kemas Ahmad; Sania, Fitri; Kalsum, Umi; Oviyanti, Fitri; Maryamah, Maryamah
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.388-398

Abstract

Effective classroom learning depends on implementing appropriate strategies and creating a supportive environment, especially for students with disabilities. This study explores the strategies adopted by Islamic Religious Education (PAI) teachers at Az-Zahrah Islamic Elementary School Palembang to establish a friendly classroom environment for children with special needs. The research focuses on seven students with neurodevelopmental disorders who face challenges in communication, social interaction, and exhibit tantrums. Using a descriptive qualitative research design, data were collected through observation, interviews, and document analysis, with the PAI teacher as the main subject. The findings reveal that effective strategies include understanding and addressing individual needs, fostering an inclusive learning atmosphere, customizing teaching methods for special needs students, and applying clear and straightforward communication. However, significant challenges, such as managing classroom dynamics and ensuring harmonious interactions among peers, often demand additional time and effort. This study highlights the critical role of PAI teachers in overcoming these challenges and creating an inclusive, supportive educational environment that accommodates all students, particularly those with special needs. These findings underscore the need for continuous professional development for teachers in inclusive education practices.
Islamic Education Reform In The Middle East: Tradition and Modernization in Education in Saudi Arabia, Egypt, and Turkey Fadhluzzakiyy, Kemas Ahmad; Munir, Munir; Nurlaila, Nurlaila
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 1 (2025): Juni (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i11.674

Abstract

This abstract aims to analyze the process of Islamic education reform in three Middle Eastern countries, namely Saudi Arabia, Egypt, and Turkey, which face challenges in balancing the preservation of traditional Islamic values and the need for modernization based on science and technology. This study uses a qualitative approach with literature review to explore educational policies and socio-political dynamics that influence the transformation of Islamic education in the three countries. The findings reveal that Saudi Arabia, through its Vision 2030, focuses on moderating religious teachings and reforming the curriculum to create a globally competitive generation. Egypt attempts to integrate Al-Azhar education with the secular education system despite facing epistemological dualism. Turkey strengthens Islamic education through Imam Hatip schools under a secular state framework. This study identifies that the success of educational reform is greatly influenced by political and ideological contexts and the readiness of human resources. The implications of this study include the importance of curriculum flexibility and teacher training to respond to the challenges of the 21st century.
Islamic Education Reform In The Middle East: Tradition and Modernization in Education in Saudi Arabia, Egypt, and Turkey Fadhluzzakiyy, Kemas Ahmad; Munir, Munir; Nurlaila, Nurlaila
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 1 (2025): Juni (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i11.674

Abstract

This abstract aims to analyze the process of Islamic education reform in three Middle Eastern countries, namely Saudi Arabia, Egypt, and Turkey, which face challenges in balancing the preservation of traditional Islamic values and the need for modernization based on science and technology. This study uses a qualitative approach with literature review to explore educational policies and socio-political dynamics that influence the transformation of Islamic education in the three countries. The findings reveal that Saudi Arabia, through its Vision 2030, focuses on moderating religious teachings and reforming the curriculum to create a globally competitive generation. Egypt attempts to integrate Al-Azhar education with the secular education system despite facing epistemological dualism. Turkey strengthens Islamic education through Imam Hatip schools under a secular state framework. This study identifies that the success of educational reform is greatly influenced by political and ideological contexts and the readiness of human resources. The implications of this study include the importance of curriculum flexibility and teacher training to respond to the challenges of the 21st century.
Co-Authors Fitri Oviyanti Maryamah Maryamah Munir Munir, Munir Nurlaila Nurlaila Sania, Fitri Umi Kalsum