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All Journal Riayah: Jurnal Sosial dan Keagamaan Tapis : Jurnal Penelitian Ilmiah
Saefullah, Muhamad
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Membangun Kemandirian Siswa Tunagrahita melalui Pembelajaran Pendidikan Agama Islam (PAI) di SLB Wiyata Dharma Kota Metro Saefullah, Muhamad; Wijayati, Mufliha
Tapis: Jurnal Penelitian Ilmiah Vol 8 No 1 (2024): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v8i1.8434

Abstract

This article examines several significant insights derived from best practices in teaching Islamic Education (PAI), which facilitate the cultivation of independence among students with intellectual disabilities. The research presented herein is the culmination of observations made during the modification of the Islamic Education learning process to accommodate the needs and skills of students with intellectual disabilities. The data for this study is corroborated through interviews and documentation. This paper posits that Islamic Education can serve as a viable pedagogical approach and habituation method for nurturing independence among intellectually challenged students for two primary reasons. Firstly, Islamic Education serves to instill independence in students across various domains including religious practices, moral conduct, social interactions, and essential activities in their daily lives. Secondly, despite the inherent limitations faced by intellectually disabled students, there exists untapped potential that can be harnessed and developed. This transformation of skills and capabilities among intellectually challenged students towards fostering independence can be effectively facilitated through Islamic Education instruction. Moreover, the positive outcomes resulting from Islamic Education instruction are reflected in intellectually disabled students attaining a sense of autonomy and self-sufficiency. This article further elucidates on the treatment methods and skills development, alongside habitual patterns, within three dimensions of Islamic Education instruction, such as Quranic recitation, theological understanding encompassing beliefs (Aqidah), purification rituals, ablution, fundamental knowledge of prayer rituals, performance of midday and forenoon prayers (Ibadah), cultivation of kindness, and avoidance of reprehensible behaviors (Akhlak). These efforts are aimed at nurturing independence and enabling intellectually disabled students to derive practical benefits according to their individual capacities.
Telisik Pendidikan Anak Berkebutuhan Khusus: Telaah Konsep Pendidikan Cinta Kasih Menurut Jalaluddin Rumi Saefullah, Muhamad
Ri'ayah: Jurnal Sosial dan Keagamaan Vol 10 No 2 (2025): Ri'ayah : Jurnal Sosial dan Keagamaan
Publisher : Pascasarjana IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/riayah.v10i2.10518

Abstract

This article aims to explore the application of Jalaluddin Rumi’s concept of love-based education in the context of special needs education. This study employs a qualitative library research approach, analyzing primary sources from Rumi’s poetry and prose alongside secondary literature on Islamic education, Sufism, and special needs education. Data were examined using thematic analysis to identify key educational principles relevant to children with special needs. The findings reveal three major thematic outcomes: (1) love as a foundational ethical and spiritual principle that affirms the inherent dignity of children with special needs; (2) the educator–learner relationship as an empathetic and transformative engagement rather than a purely instructional interaction; and (3) education as a healing-oriented process that addresses emotional, social, and spiritual dimensions alongside academic development. The study highlights the practical implications of Rumi’s love-based educational philosophy for inclusive education, particularly in designing compassionate curricula, strengthening teachers’ empathetic competencies, and fostering supportive learning environments that accommodate the holistic needs of children with special needs. These findings contribute to the discourse on inclusive and humanistic educational approaches by offering a spiritually grounded framework for improving educational practices for children with special needs.
Co-Authors Mufliha Wijayati