STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) PADA ANAK TUNAGRAHITA DI MI MA’ARIF SIDOMULYO AMBAL KEBUMEN

RINESTI WITASARI, NIM. 1620421005 (2018) STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) PADA ANAK TUNAGRAHITA DI MI MA’ARIF SIDOMULYO AMBAL KEBUMEN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Background of study, the result of observation at ma’arif islamic elementary school, sidomulyo ambal kebumen, as the only islmic elementary school in kebumen regency wich has been organized an inclusive madrasah program, the researchers noticed there are a number of children with special reeded that obtained a same education service with another normal children. Which is given islamic education learning. The purpose of this reasearch is to know: 1) the planner of islamic education learning strategy for the mentally disabled child. 2) the implementation of islamic education learning strategy for the mentally disabled child. 3) the succes of islamic education learning strategy for the mentally disabled child. 4) the abstracle factor of islamic education learning strategy for the mentally disabled child at ma’arif islamic elementary school sidomulyo ambal. This research method is qualitative research, and this type research is descriptive feld research with case study approach. The reasearch use an observation method, an interview method, and documentation method for data collecting, while she use data reduction, presentation of data and conclusion method for data analyzing the research result is: 1) Teacher do lesson planning by : a) Knowing the used core competencies and basic competencies, b) Formulating basic competencies for the mentlly disabled children. c) Formulating purpose tobe achieved for mentally disabled children. d) Knowing the purpose that have been achieved and which have not been achieved for each mentally disabled child, e) Determine the capter lesson and the method tobe applied for each mentally disabled child. 2) The implementation of induvidual teacher centered strategies are lied in the method applied to each mentally disabled child. The used method is very varied, because the ability of each child in achieving learning goats is different. 3) The level of learning succes is optimal because 85% to 94 % of lessons are taught can be able by the students. It means the strategy was effective, because it can achieve the purpose of learning. 4) The obstacle factors of learning strategy: a)The absence of a special curriculum for mentally disabled child, b) Number of mentally disabled children’s teacher which is not enough, c) The limitedness of learning media, d) Children’s mood, e) Lack of cooperation between teachers and parents, f) Lack of cooperation between school, ma’arif institution, and ministry of religion.

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