%0 Thesis
%9 Masters
%A Putri Nadha Setyaningrum, NIM.: 23204012002
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2025
%F digilib:74809
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Tantangan dan Peluang, Guru PAI, Anak Berkebutuhan Khusus
%P 228
%T TANTANGAN DAN PELUANG GURU DALAM MENGAJAR PENDIDIKAN AGAMA ISLAM BAGI ANAK BERKEBUTUHAN KHUSUS DI SLB BHAKTI KENCANA 1 BERBAH
%U https://digilib.uin-suka.ac.id/id/eprint/74809/
%X The background of this research is that Islamic Religious Education (PAI) learning is very important for all Muslims, including children with special needs (ABK). This is because ABK also has the right to receive PAI education according to their conditions and needs. However, various challenges arise since teaching ABK is different from teaching regular children. Nevertheless, every challenge also presents opportunities. The purpose of this study is to explore and analyze the challenges and opportunities faced by teachers in teaching PAI to ABK at SLB Bhakti Kencana 1 Berbah.  The method used in this research is qualitative with a case study approach. Data collection techniques include interviews, observation, and documentation. The interviews in this study employed semi-structured formats, and non-participant observation was conducted. Data analysis was carried out using the methods of Miles, Huberman, and Saldana.  The results of the study show: First, SLB Bhakti Kencana 1 Berbah has 3 types of ABK, namely, children who are deaf (sensory disabilities), children who are physically disabled (physical disabilities), and children who are mentally disabled (intellectual disabilities). Second, the challenges faced by teachers in teaching PAI for deaf children are related to differences in sign language which causes differences in understanding related to PAI, especially Aqidah material. In addition, there is a lack of visual media for PAI learning that is suitable for deaf children. For children with physical disabilities, it is related to social stigma which causes challenges in implementing Akhlak material. In addition, there are still facilities that are less accessible for the physically disabled. For children with mental disabilities, it is related to the limitations of interesting and interactive PAI learning media. In addition, there is a lack of training for teachers related to PAI learning for the mentally disabled. Third, teachers utilize opportunities for deaf children by providing peer tutoring in Islamic Religious Education (PAI) lessons, where students who still have residual hearing explain to their peers, making learning more active. Furthermore, teachers leverage technological advancements to explain Islamic Religious Education (PAI) materials, such as videos of prayer practices on YouTube, Hajj material on the Canva app, and others. For children with physical disabilities, teachers utilize opportunities to collaborate with parents and the community to integrate Islamic Religious Education (PAI) values into their daily lives. Furthermore, teachers utilize adaptive Islamic Religious Education (PAI) learning strategies, particularly those related to Islamic jurisprudence (fiqh) in worship practices for the physically disabled. For children with intellectual disabilities, teachers utilize opportunities to attend public seminars. Furthermore, teachers utilize opportunities to create engaging educational games for the mentally disabled.
%Z Prof. Dr. H. Sabarudin, M.Si.