%0 Thesis
%9 Masters
%A Ummu Khairiyah Mawarni, NIM.: 23204011047
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2025
%F digilib:72753
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Pendidikan Agama Islam-Budi Pekerti, Kurikulum Merdeka,  Siswa Tunagrahita
%P 212
%T IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI-PEKERTI DALAM KURIKULUM MERDEKA PADA SISWA TUNAGRAHITA SLBN 2 YOGYAKARTA
%U https://digilib.uin-suka.ac.id/id/eprint/72753/
%X This study aims to describe and analyze the implementation of Islamic Religious  Education and Character Education in the Merdeka Curriculum for students with  intellectual disabilities at SLB Negeri 2 Yogyakarta. Education for children with  intellectual disabilities requires a different approach, tailored to their intellectual,  social, and emotional abilities. The Merdeka Curriculum is presented with the  principle of differentiated learning and is based on the needs of students, thus  providing more space for teachers to design inclusive and adaptive learning,  including in the subject of Islamic Religious Education and Character Education.  This study uses a qualitative approach with a case study type. Data collection  techniques were carried out through in-depth interviews, observation of learning  activities, and documentation of teaching materials. Data analysis was carried out  descriptively through the process of data reduction, data presentation, and drawing  conclusions. The results of the study indicate that Islamic Religious Education and  Character Education at SLBN 2 Yogyakarta has been implemented in accordance  with the principles of the Merdeka Curriculum. Teachers adapt learning materials  to students' abilities, using a concrete approach based on everyday life. The material  is delivered simply. Moral values are instilled through habituation and role models  within the school environment. The conclusion of this study is that the  implementation of Islamic Religious Education and Character Education within the  Merdeka Curriculum for students with intellectual disabilities at SLBN 2  Yogyakarta is running quite well. Teachers are able to develop approaches that are  appropriate to the needs of students, both in terms of materials, methods, and  assessment.
%Z Prof. Dr. H. Mahmud Arif, M.Ag