Metode Pembelajaran Pendidikan Agama Islam dalam Pembentukan Akhlak Anak Tunagrahita

Abstract

Islamic Religious Education is a fundamental right of all learners, including children with intellectual disabilities, and plays a strategic role in shaping moral and religious character. Children with intellectual disabilities experience limitations in intellectual functioning and adaptive skills, requiring specialized and continuous learning approaches. This study aims to examine the contribution of Islamic Religious Education to the moral development of children with intellectual disabilities in school settings. The research employs a qualitative approach using discourse analysis through a literature review of scholarly journals, books, and relevant documents addressing Islamic education and special needs education. The findings indicate that Islamic Religious Education contributes significantly to the moral formation of children with intellectual disabilities through the implementation of adaptive learning methods, such as individualized learning, demonstration methods, drill and repetition, direct instruction, play-based learning, the use of visual media, and habituation methods. These approaches facilitate the internalization of Islamic moral values in a concrete, simple, and repetitive manner. The novelty of this study lies in its specific focus on the contribution of Islamic Religious Education as a subject in shaping the moral character of children with intellectual disabilities. The implications of this study highlight the importance of developing adaptive and humanistic Islamic Religious Education to optimally support the moral development of children with intellectual disabilities.