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INOVASI PEMBELAJARAN AL-QUR’AN BAGI ANAK BERKEBUTUHAN KHUSUS DI SD INTIS SCHOOL YOGYAKARTA
Islam views education as an essential means to achieve Islamic goals, with Quranic education playing a central role in shaping the character of students. Learning the Quran is not only about reading fluently but also understanding its meaning, which ideally should start at an early age. In inclusive schools, the challenges faced by students with special needs differ from those of typical students due to the specific difficulties they experience, particularly in adapting to the learning process. One example of this is at SD Intis School Yogyakarta, which implements Quranic learning for children with special needs using the Ummi method. This study aims to: 1) Analyze the concept of Quranic learning at SD Intis School Yogyakarta. 2) Analyze the implementation of Quranic learning for children with special needs at SD Intis School Yogyakarta. This research uses a case study approach with a descriptive qualitative method. The study was conducted at SD Intis School Yogyakarta by collecting primary data through interviews, observations, and documentation. Secondary data, such as documents, reports, and other supporting records, were also used to complement the primary data. The validity of the data was tested by comparing the information from informants with real conditions at the research site. The data was then analyzed through data reduction, data presentation, conclusion drawing, and verification, involving the researcher’s interpretation to make sense of the findings. The results of the study indicate that SD Intis School Yogyakarta has been implementing Quranic learning using the Ummi method since 2014, using a phase-based class approach to match the students' skill levels. Learning is conducted four to five times a week, covering materials from jilid 1 to jilid 6, Ghoribul Qur’an, Tajwid, and tahfiz. Teaching strategies vary, including direct methods, repetition, one-on-one sessions, and classical group learning, adjusted to the needs of each halaqah (learning group). For students with special needs, the learning system is similar to that of regular students but with specific targets and special grouping. Some students with special needs who demonstrate significant progress can join regular halaqah, while regular students who require additional support can join special halaqah. Individualized approaches and regular evaluations are conducted with the support of shadow teachers to ensure each student progresses according to their abilities.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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