<![CDATA[Deaf students face distinctive challenges in accessing Qur’anic education because conventional Qur’an learning commonly relies on auditory and verbal abilities. Visual-based learning through sign language therefore offers an alternative pathway for developing basic Qur’anic literacy among deaf learners. This study aims to describe the implementation of sign-based Qur’an learning for deaf students at a special education school in South Kalimantan, focusing on the use of sign language, learning methods, and stages of learning. The study employed a descriptive qualitative approach with a field-research design. Data were collected through interviews, questionnaires, and documentation, and were analysed through data reduction, data presentation, and conclusion drawing. The findings indicate that sign language functions as the primary medium of communication in Qur’an learning. The learning process is predominantly based on the Kitabah method, involving repeated writing and visual recognition of hijaiyah letters, words, and Qur’anic verses. Learning progresses gradually from visual recognition and sign representation to repeated writing, visual memory strengthening, recognition of hijaiyah letters, and recognition of words or verses. Tilawah and tajwid are introduced only as advanced stages because students are still mastering the basic recognition of hijaiyah letters. Sign-based Qur’an learning provides an accessible visual pathway for developing basic Qur’anic literacy among deaf students. The integration of sign language, visual recognition, and Kitabah activities allows the learning process to be adapted to the communication and learning characteristics of deaf students.]]>
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