PENDEKATAN KONSTRUKTIVISME RELIGI UNTUK MENGEMBANGKAN PENGAMALAN AGAMA PADA ANAK DENGAN DISABILITAS INTELEKTUAL DI SLB DAMAYANTI NGAGLIK KAB. SLEMAN D.I. YOGYAKARTA

Siti Azhara, NIM.: 23202021002 (2025) PENDEKATAN KONSTRUKTIVISME RELIGI UNTUK MENGEMBANGKAN PENGAMALAN AGAMA PADA ANAK DENGAN DISABILITAS INTELEKTUAL DI SLB DAMAYANTI NGAGLIK KAB. SLEMAN D.I. YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Children with disabilities, as social beings, deserve the best educational services, including religious education. Children with intellectual disabilities often face difficulties in understanding and practicing religious teachings, which are an important part of their moral and spiritual development. The purpose of this research is to understand, describe, and analyze the stages of the religious constructivism approach and learning methods to develop religious practice in children with intellectual disabilities. This research uses a qualitative analytical approach with a descriptive research type. Data collection techniques include observation, interviews, and documentation. The subject of this research is a male religious guidance teacher, identified as Mr. WS, who has been practicing religious guidance for children with intellectual disabilities at SLB Damayanti for 19 years. The steps to test the validity of the data involved 5 key informants, consisting of the school principal, the curriculum deputy, the religious guidance teacher who is also a classroom teacher, and two students from SMALB. These key informants were used to provide confirmation of the data obtained and to strengthen the findings acquired during the interview and observation process. The results of this study show that there are five stages of a religious constructivist approach to developing religious practice among children with intellectual disabilities at SLB Damayanti Ngaglik. These stages include the introductory stage, the exploration stage, the restructuring stage, the application stage, and the review and evaluation stage. Meanwhile, the religious learning methods applied are the habituation method and the exemplary method.

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