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All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Islam
Ahmad, Aznan Che
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Religion Education Social Sciences Other

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Teachers’ Strategies in Developing Scientific Literacy for Children with Special Needs in Inclusive Early Childhood Education Ratnawulan, Teti; Ahmad, Aznan Che; Effendi, Zulfa Rahmah; Achmad Syam, Rifqi Zaeni; achmad, Willya
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.433

Abstract

The phenomenon of low scientific literacy among early childhood learners, particularly in inclusive educational institutions, indicates a gap between policy and classroom practice. Children with special needs often experience limited access to adaptive science learning, even though scientific literacy skills are essential for developing reasoning and problem-solving abilities in daily life. This study aims to analyze teachers’ strategies for developing scientific literacy among children with special needs in inclusive early childhood education and to identify the challenges and solutions implemented by teachers at Ibnu Sina Islamic Kindergarten in Bandung Regency. The study employed a qualitative case study design, using in-depth interviews, participatory observations, and analysis of learning documents. Data were analyzed using Miles and Huberman’s interactive model, with validity ensured through triangulation and member checking. The findings reveal that teachers applied differentiated instruction, interpersonal communication, and the use of visual media, simple technology, and the surrounding environment as a natural laboratory. Collaboration among classroom teachers, special education teachers, parents, and the principal emerged as a key factor for success. The main challenges included limited resources, pedagogical competence, and the lack of specialized training in scientific literacy for children with special needs. The implications of this study emphasize the importance of enhancing teacher training, strengthening systemic support, and fostering school–family partnerships to achieve sustainable, inclusive science education.
Integrating Islamic Values and Individual Characteristics to Overcome Learning Difficulties in Islamic boarding schools Ratnawulan, Teti; Hidayati, Ashri; Badrudin, Baden; Ahmad, Aznan Che; Syam, Rifqi Zaeni Achmad; Achmad, Willya
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.3084

Abstract

Learning difficulties in Islamic boarding schools remain a complex and persistent issue, particularly due to the integration of religious and general education systems, which create cognitive, emotional, and social challenges for students as they adapt to intensive learning environments. This study aims to examine the types of learning difficulties students experience, analyze the implementation of Islamic approaches to address these challenges, and evaluate the relationship between individual characteristics and the effectiveness of these interventions within the boarding school context. The research employed a qualitative case study design at Islamic Boarding School Syamsul’ulum, Sukabumi, Indonesia, using in-depth interviews, participant observation, and document analysis, with data analyzed through thematic analysis and triangulation to ensure credibility and contextual validity. The findings reveal that learning difficulties are multidimensional, including cognitive barriers in understanding classical Islamic texts, weak memorization and retention, low intrinsic motivation, and emotional instability such as homesickness, while Islamic approaches such as moral guidance (mau’izhah hasanah), spiritual reinforcement, Qur’an-based contextual teaching, and ukhuwah culture function as structured psycho-spiritual interventions that enhance emotional regulation, resilience, and learning engagement. These findings imply that educational institutions, particularly Islamic boarding schools, should adopt an integrative educational model that aligns spiritual practices with students’ individual characteristics and adaptive instructional strategies to effectively address learning difficulties and improve both academic and character development outcomes.
Co-Authors Badrudin, Baden Hidayati, Ashri Rifqi Zaeni Achmad Syam Teti Ratnawulan Willya Achmad Zulfa Rahmah Effendi