STRATEGI ADAPTIF GURU PAI DALAM PEMBELAJARAN BACA TULIS AL-QUR’AN PADA SISWA TUNAGRAHITA KELAS X (STUDI KASUS DI SLB NEGERI 7 JAKARTA

MUHAMMAD NATHAN, . (2026) STRATEGI ADAPTIF GURU PAI DALAM PEMBELAJARAN BACA TULIS AL-QUR’AN PADA SISWA TUNAGRAHITA KELAS X (STUDI KASUS DI SLB NEGERI 7 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Kemampuan Baca Tulis Al-Qur'an (BTQ) merupakan kompetensi dasar dalam Pendidikan Agama Islam yang seharusnya dapat diakses oleh seluruh peserta didik, termasuk siswa tunagrahita. Namun, pembelajaran BTQ bagi siswa dengan keterbatasan intelektual menghadapi kompleksitas tersendiri, khususnya dalam aspek pengenalan huruf hijaiyah, daya ingat, dan konsentrasi. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis strategi adaptif guru Pendidikan Agama Islam (PAI) dalam pembelajaran Baca Tulis Al-Qur'an (BTQ) pada siswa tunagrahita kelas X di SLB Negeri 7 Jakarta, mencakup proses perencanaan, pelaksanaan, evaluasi, serta kendala yang dihadapi. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi terhadap guru PAI dan kepala sekolah SLB Negeri 7 Jakarta. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran BTQ dilaksanakan melalui asesmen diagnostik awal dan penyusunan Program Pembelajaran Individual (PPI) yang berbasis kemampuan aktual masing-masing siswa. Pelaksanaan pembelajaran menggunakan enam strategi adaptif utama, yaitu: (1) modifikasi dan penyederhanaan materi, (2) pengembangan media pembelajaran konkret seperti papan huruf hijaiyah dan kartu match-up, (3) active learning dan pendekatan kinestetik, (4) pengulangan terstruktur (drill dan spaced repetition), (5) diferensiasi instruksional berbasis jenis kekhususan, serta (6) pendekatan afektif dan pembangunan relasi guru-siswa yang hangat. Evaluasi pembelajaran bersifat multidimensional dengan mempertimbangkan aspek kognitif, psikomotorik, dan afektif (akhlak) secara berimbang. Peningkatan kemampuan BTQ terjadi secara bertahap dan individual, dengan kemajuan yang lebih nyata pada dimensi motivasi dan internalisasi nilai keagamaan. Kendala utama yang dihadapi meliputi keterbatasan alokasi waktu, heterogenitas kemampuan siswa, lemahnya daya ingat jangka pendek, serta minimnya dukungan orang tua dalam melanjutkan pembelajaran di rumah. Secara keseluruhan, penelitian ini menunjukkan bahwa pembelajaran BTQ yang bermakna bagi siswa tunagrahita dapat diwujudkan melalui strategi adaptif yang holistik, kreatif, dan berpusat pada kebutuhan individual siswa. Kata Kunci: strategi adaptif, guru PAI, pembelajaran BTQ, siswa tunagrahita, pendidikan khusus. ***** Al-Qur'an literacy (Baca Tulis Al-Qur'an/BTQ) is a fundamental competency in Islamic Religious Education that should be accessible to all students, including those with intellectual disabilities. However, BTQ learning for students with intellectual limitations presents its own complexity, particularly in recognizing Arabic letters (hijaiyah), retaining information, and sustaining concentration. This study aims to identify and analyze the adaptive strategies of Islamic Religious Education (PAI) teachers in Al-Qur'an literacy (BTQ) learning for students with intellectual disabilities in Grade X at SLB Negeri 7 Jakarta, encompassing the planning, implementation, and evaluation processes, as well as the challenges encountered. This research employs a qualitative method with a case study approach. Data were gathered through in-depth interviews, observations, and documentation involving PAI teachers and the school principal of SLB Negeri 7 Jakarta. Data analysis utilized the Miles, Huberman, and Saldaña model, which comprises data condensation, data display, and conclusion drawing. The findings indicate that BTQ learning planning was carried out through early diagnostic assessments and the development of Individualized Education Programs (IEP/PPI) based on each student's actual abilities. The implementation of learning employed six primary adaptive strategies: (1) modification and simplification of learning materials, (2) development of concrete learning media such as hijaiyah letter boards and match-up cards, (3) active learning and kinesthetic approaches, (4) structured repetition (drill and spaced repetition), (5) instructional differentiation based on types of special needs, and (6) an affective approach focused on building a warm teacher-student relationship. Learning evaluation is multidimensional, considering cognitive, psychomotor, and affective (moral character) dimensions in a balanced manner. Improvements in BTQ competence occurred gradually and individually, with more pronounced progress evident in students' motivation and internalization of religious values. The primary challenges encountered include limited instructional time, heterogeneity of student abilities, weaknesses in short-term memory, and insufficient parental support in continuing learning at home. Overall, this study demonstrates that meaningful BTQ learning for students with intellectual disabilities can be realized through holistic, creative, and student-centered adaptive strategies. Keywords: adaptive strategies, PAI teacher, BTQ learning, students with intellectual disabilities, special education.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Suci Nurpratiwi, S.Pd.I., M.Pd. ; 2). Dr. H. Sa'dullah, S.Ag., M.Si.
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam) Pendidikan > Pendidikan Khusus
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 35101 not found.
Date Deposited:	04 Aug 2026 02:22
Last Modified:	04 Aug 2026 02:22
URI:	http://repository.unj.ac.id/id/eprint/68238

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