@mastersthesis{digilib75225,
           month = {December},
           title = {ADAPTASI PEMBELAJARAN PAI UNTUK MEMBANGUN IDENTITAS KEAGAMAAN SISWA SMA TULI DI PESANTREN TAHFIZ DIFABEL KH. LUTFI FATHULLAH BAZNAS (BAZIS) DKI JAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 23204012037 Supihatul Mahpudoh},
            year = {2025},
            note = {Prof. Dr. Sabarudin, M.Si.},
        keywords = {Adaptasi Pembelajaran, Pendidikan Agama Islam, Siswa Tuli, Identitas Keagamaan},
             url = {https://digilib.uin-suka.ac.id/id/eprint/75225/},
        abstract = {Education is the right of all citizens, including students with Deaf disabilities who have visual learning characteristics and require a special approach. In the context of Islamic Religious Education (PAI) learning, this need is increasingly important because PAI not only conveys knowledge, but also forms religious identity. Tahfiz Disabled Islamic Boarding School KH. Lutfi Fathullah Jakarta is an institution that specifically serves religious education for deaf students, so a deep understanding of the form of learning adaptation that is applied is needed. This study aims to analyze the adaptation process of Pai learning, identify the obstacles faced by teachers, and find out the implications of these adaptations on the formation of religious identity of Deaf students.
This research uses qualitative methods or field research, with a case study approach. The subjects in this study are the principal, PAI teachers, and several Deaf students of Pondok Pesantren Tahfiz Difabel KH. Lutfi Fathullah Jakarta. Data analysis in this study was carried out by means of data condensation, data display, and data verification. Data collection in this study used observation, interview, and documentation techniques.
The results of the study show that learning adaptation is carried out through the use of sign language, visual and audiovisual media, demonstration of worship parks, simplification of language and materials, and gradual repetition of material according to the visual characteristics of Deaf students. The obstacles that arise include the limitation of teachers' competence in special education, lack of training for teachers, lack of visual infrastructure, and variations in students' linguistic and cognitive abilities. Learning adaptation has been proven to have implications for students' religious understanding, increasing worship independence, strengthening religious character, and forming a sense of belonging as part of the Islamic boarding school community.}
}