Arabic Alphabet Learning for Students with Hearing Impairments: A Phenomenological Exploration

Abdal Chaqil Harimi (Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto)
Yuslam (Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto)
M. Syamsul Ma'arif (Universitas Islam Negeri Syekh Wasil Kediri)
Dev Rafi' Adynanta (Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto)

Asalibuna
Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026

The research aimed to explore Arabic alphabet learning for Students with Hearning Impairment. Inclusive education should not merely be a particular school's slogan or categorization. It must also be able to implement inclusive education processes, including in Arabic language learning. This research employed a qualitative phenomenological model. Data collection techniques included interviews, observation, and documentation. Data sources were determined using a purposive sampling technique: caregivers, religious teachers, and students. The research location was Darul Ashom Islamic Boarding School in Yogyakarta. The results showed that the characteristics of deaf students at Darul Ashom Islamic Boarding School in Yogyakarta ranged in age from 7 to 20. They were categorized as mild, moderate, severe, and profound. The majority were proficient in standard and non-standard Indonesian sign language (SIBI), but they could not initially sign Arabic letters. The Arabic letter learning process took place in the main hall of the Islamic boarding school. However, the students are divided into several groups according to their abilities and attendance at the Islamic boarding school, namely the Abu Hurairah class, the Ali bin Abi Thalib class, the Usman bin Affan class, the Umar bin Khattab class, the Abu Bakar As Siddiq class for boys, the Fatimah class, the Maryam class, and the Khadijah class for girls. The strategy used in the learning process is the Cooperative Learning strategy.   Abstrak Penelitian ini bertujuan untuk mengeksplorasi pembelajaran alfabet Arab bagi siswa dengan gangguan pendengaran. Pendidikan inklusif seharusnya bukan hanya sekadar slogan atau kategorisasi sekolah tertentu. Lembaga ini juga harus mampu menerapkan proses pendidikan inklusif, termasuk dalam pembelajaran bahasa Arab. Penelitian ini menggunakan model fenomenologi kualitatif. Teknik pengumpulan data meliputi wawancara, observasi, dan dokumentasi. Sumber data ditentukan menggunakan teknik pengambilan sampel bertujuan: pengasuh, guru agama, dan siswa. Lokasi penelitian adalah Pondok Pesantren Darul Ashom di Yogyakarta. Hasil penelitian menunjukkan bahwa karakteristik siswa tunarungu di Pondok Pesantren Darul Ashom di Yogyakarta berkisar usia 7 hingga 20 tahun. Mereka dikategorikan sebagai ringan, sedang, berat, dan sangat berat. Mayoritas mahir dalam bahasa isyarat Indonesia standar dan non-standar (SIBI), tetapi awalnya mereka tidak dapat memberi isyarat huruf Arab. Proses pembelajaran huruf Arab berlangsung di aula utama naskah Islam. Namun, para siswa dibagi menjadi beberapa kelompok sesuai dengan kemampuan dan kehadiran mereka di naskah Islam, yaitu kelas Abu Hurairah, kelas Ali bin Abi Thalib, kelas Usman bin Affan, kelas Umar bin Khattab, kelas Abu Bakar As Siddiq untuk laki-laki, kelas Fatimah, kelas Maryam, dan kelas Khadijah untuk perempuan. Strategi yang digunakan dalam proses pembelajaran adalah strategi Pembelajaran Kooperatif.