Article Sidebar

Submitted
September 4, 2025
Accepted
November 30, 2025
Published
November 30, 2025
Download
PDF
Statistic
Read Counter : 28 Download : 37

Downloads

Download data is not yet available.

Main Article Content

Abstract

Religious moderation is crucial for fostering tolerance and preventing extremism in diverse societies, including among children with special needs. This study analyzed the role of religious teachers in internalizing Religious Moderation Values at Kaliwungu State Special School, Kudus. A descriptive qualitative approach was employed in this research. Data were collected through non-participant observation and in-depth interviews with teachers actively involved in teaching students with special needs. The findings showed that teachers acted as instructors, facilitators, and role models in cultivating Religious Moderation Values. Applied teaching methods included experiential learning, storytelling, the use of visual media, and a reward system to help students understand and practice values such as tolerance, mutual respect, and peaceful coexistence. The study also identified various challenges, such as differences in students' cognitive abilities, emotional instability, and communication barriers. However, these challenges were overcome through curriculum adaptation, tailored teaching strategies, and active collaboration with parents.

Keywords

The Role of Religious Teachers Children With Special Needs Values of Religious Moderating

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Nadlifuddin, M. I. N., Mohammad Khoirur Rozaq, & Tri Andita Noviana. (2025). The Role of Religious Teachers in Internalizing Religious Moderation Values for Children with Special Needs. Jurnal Pendidikan Islam, 16(02), 116–129. Retrieved from https://journal.uhamka.ac.id/index.php/jpi/article/view/20729
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ainscow, M., Booth, T., & Dyson, D. (2006). Improving Schools, Developing Inclusion. Routledge. https://doi.org/10.4324/9780203967157
  2. Dahri, D., Sh, H., & Supiyah, S. (2024). Pendidikan Bagi Anak Berkebutuhan Khusus. Arini: Jurnal Ilmiah Dan Karya Inovasi Guru, 1(1), Article 1. https://doi.org/10.71153/arini.v1i1.80
  3. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. AIP Conference Proceedings, 1891(1), 020043. https://doi.org/10.1063/1.5005376
  4. Haris, A., Mardani, D. A., Kusnandar, E., & Mas’ad, M. A. (2024). Strengthening Religious Moderation through the Merdeka Curriculum: The Role of Islamic Religious Education Teachers at Public Senior High School. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 22(3), Article 3. https://doi.org/10.32729/edukasi.v22i3.1958
  5. Harmita, D., Nurbika, D., & Asiyah, A. (2022). Keteladanan Guru Pendidikan Agama Islam dalam Internalisasi Nilai-Nilai Akhlakul Karimah pada Siswa. Journal of Education and Instruction (JOEAI), 5(1), Article 1. https://doi.org/10.31539/joeai.v5i1.3231
  6. Irmawati, I., & Mardiana, D. (2024). Pendidikan Multikultural Paradigma Moderasi Beragama Perspektif Imam Al-Ghazali. Hikmah, 21(1), Article 1. https://doi.org/10.53802/hikmah.v21i1.366
  7. Irwansyah, I., Aziz, A., & Mawaddah, R. (2024). Implikasi Pendidikan Agama Islam dalam Mengembangkan Sikap Toleransi Antar Umat Beragama Peserta Didik (Studi Kasus Di SMA Negeri 1 Sialang Buah). Innovative: Journal Of Social Science Research, 4(1), Article 1. https://doi.org/10.31004/innovative.v4i1.9040
  8. Judrah, M., Arjum, A., Haeruddin, H., & Mustabsyirah, M. (2024). Peran Guru Pendidikan Agama Islam Dalam Membangun Karakter Peserta Didik Upaya Penguatan Moral. Journal of Instructional and Development Researches, 4(1), Article 1. https://doi.org/10.53621/jider.v4i1.282
  9. Khoriyah, S., Silfiyah, K., & Yusuf Yuwana Arif, M. (2021). Analisis Peran Guru Dalam Proses Internalisasi Nilai Ta’awun Pada Anak Tunarungu Di SLB B Jati Wiyata Dharma Tuban. Madinah: Jurnal Studi Islam, 8(1), 107–118. https://doi.org/10.58518/madinah.v8i1.1476
  10. Lastri, L. J., Aly, H. N., & Marhayati, N. (2023.). Internalisasi Nilai-Nilai Religius Pada Anak Berkebutuhan Khusus Di SM Alam Mahira Bengkulu.
  11. Mirrota, D. D. (2024). Tantangan dan Solusi Pembelajaran Agama Islam di Sekolah Inklusi. Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman, 13(1), Article 1. https://doi.org/10.54437/urwatulwutsqo.v13i1.1423
  12. Mulyani, D. W. C., & Abidinsyah. (2021). Strategi Pembelajaran Peserta Didik Anak Berkebutuhan Khusus (Abk) di SDN Antar Baru 1 Marabahan. Jurnal Pendidikan Hayati, 7(4). https://jurnal.stkipbjm.ac.id/index.php/JPH/article/view/1597
  13. Mursyidah, A., Azzahro, A. N., Rahmah, D. A., Maziyah, E. N., Fadliyah, L. S., Sabrina, N. P., & Meitasari, R. T. (2022). Strategi Guru Dalam Menanamkan Toleransi Pada Pendidikan Inklusi Di Sekolah Dasar Kelas Rendah. Seminar Nasional Hasil Riset Dan Pengabdian, 4, 1112–1118.
  14. Ningrum, N. A. (2022). Strategi Pembelajaran pada Anak Berkebutuhan Khusus dalam Pendidikan Inklusi. Indonesian Journal of Humanities and Social Sciences, 3(2), Article 2. https://doi.org/10.33367/ijhass.v3i2.3099
  15. Ningsih, W. (2025). Model Pembelajaran PAI yang Relevan dengan Kehidupan Sehari-hari Siswa. Komprehensif, 3(1), Article 1.
  16. Oktaviana, A., & Munawwarah, H. (2021). Nilai Utama Dalam Pengasuhan Suku Bangsa Indonesia. Annual Conference on Islamic Early Childhood Education (ACIECE), 5, 81–88.
  17. Oktaviani, F., & Harsiwi, N. E. (2024). Tantangan Pembelajaran Anak Berkebutuhan Khusus di Kelas Inklusi SDN Gebang 1. Journal of Special Education Lectura, 2(1), 24–30. https://doi.org/10.31849/jselectura.v2i1.20995
  18. Pradnyaswari, Ayumas, A. A., Suminar, D. R., & Marheni, A. (2022). Psikoedukasi untuk Meningkatkan Pemahaman Terkait Anak Berkebutuhan Khusus (ABK) pada Guru TK Inklusi ‘X’Denpasar. Jurnal Psikologi, 11, 485. http://dx.doi.org/10.30872/psikostudia.v11i3.8318
  19. Pujiaty, E. (2024). Strategi Pengelolaan Pendidikan Inklusif untuk Meningkatkan Aksesibilitas di Sekolah Dasar. Jurnal Tahsinia, 5(2), Article 2. https://doi.org/10.57171/jt.v5i2.584
  20. Putri, F. (2024). Efektivitas Penggunaan Metode Bercerita dalam Pembelajaran Akhlak pada Mata Pelajaran PAI di SDN 014674 Sumber Harapan. Pedagogik: Jurnal Pendidikan Dan Riset, 2(3), Article 3.
  21. Ra, A. N. (2023). Peran Guru dalam Menanamkan Nilai-Nilai Akhlak kepada Anak Berkebutuhan Khusus (ABK) Tunanetra di Sekolah Luar Biasa (SLB)-A Pembina Nasional Jakarta [bachelorThesis, Jakarta : FITK UIN SYARIF HIDAYATULLAH JAKARTA]. https://repository.uinjkt.ac.id/dspace/handle/123456789/73508
  22. Rahayu, D. S., Cs, N., Santoso, T. R., & Anwar, A. H. (2022). Efektivitas Media Visual erhadap Hasil Belajar Siswa Tunarungu pada Mata Pelajaran Pendidikan Agama Islam. Thoriqotuna: Jurnal Pendidikan Islam, 5(2), Article 2. https://doi.org/10.47971/tjpi.v5i2.562
  23. Rahayu, I., Suwarna, A. I., Wahyudi, E., Asfahani, A., & Jamin, F. S. (2024). Pendidikan Lingkungan Hidup dengan Membentuk Kesadaran Lingkungan dan Tanggung Jawab Sosial di Kalangan Pelajar. Global Education Journal, 2(2), Article 2. https://doi.org/10.59525/gej.v2i2.344
  24. Rahayu, N. A., Srijani, N., & Murahayu. (2024). Upaya Meningkatkan Hasil Belajar Siswa Mata Pelajaran Pendidikan Pancasila Materi Simbol Keberagaman Agama dengan Menggunakan Media Diorama Kelas 2 SDN 02 Pandean Kota Madiun. Pendas : Jurnal Ilmiah Pendidikan Dasar, 9(2), Article 2. https://doi.org/10.23969/jp.v9i2.15569
  25. Rasmitadila, R., Widyasari, W., & Prasetyo, T. (2021). Persepsi Guru Pembimbing Khusus terhadap Manfaat Model Strategi Pembelajaran Berbasis Sistem Pembelajaran Alamiah Otak (SiPAO) bagi Siswa Berkebutuhan Khusus (ABK) di Kelas Inklusif. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 8(2), 87–103. https://doi.org/10.30997/dt.v8i2.4383
  26. Rusmiati, E. T. (2023). Penanaman Nilai-Nilai Toleransi pada Anak Usia Dini. ABDI MOESTOPO: Jurnal Pengabdian Pada Masyarakat, 6(2), Article 2. https://doi.org/10.32509/abdimoestopo.v6i2.3077
  27. Sa’adah, N., Deliani, N., & Batubara, J. (2024). Implementasi Reward dan Punishment Untuk meningkatkan Kedisiplinan Peserta Didik di TPQ Masjid Al-Furqon. QOUBA : Jurnal Pendidikan, 1(2), Article 2.
  28. Salim, M. A., Arkanudin, A., & Maulidin, S. (2024). Strategi Pembelajaran Guru Pendidikan Agama Islam dalam Meningkatkan Akhlakul Karimah Peserta Didik: Studi di Smp Al-Kamal Jakarta. Teacher : Jurnal Inovasi Karya Ilmiah Guru, 4(3), Article 3. https://doi.org/10.51878/teacher.v4i3.4300
  29. Samadi, M. R., Nurishlah, L., & Mulyani, A. S. (2023). Peran Regulasi Emosi dalam Profesionalisme Guru. TA’DIB: Jurnal Pendidikan Agama Islam, 1(2), Article 2. https://doi.org/10.69768/jt.v1i2.32
  30. Sari, U. A., Nuruddien, M., & Arumawan, M. M. (2024). Penguatan Nilai-Nilai Moderasi Beragama: Implementasi Pembelajaran pada Sekolah Berkebutuhan Khusus di Ponorogo. Wikrama Parahita : Jurnal Pengabdian Masyarakat, 8(2), 229–236. https://doi.org/10.30656/jpmwp.v8i2.7472
  31. Selian, S. N. (2024). Psikologi Anak Berkebutuhan Khusus. Syiah Kuala University Press.
  32. Shufi, L., Daulay, N., & Sapri, S. (2024). Peran Guru Dalam Menanamkan Nilai-Nilai Pendidikan Islam Bagi Anak Berkebutuhan Khusus di SLB ABC Melati Aisyiyah Deli Serdang. JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL, 5(5), 1433–1445. https://doi.org/10.38035/jmpis.v5i5.2583
  33. Sira, N. F., R, M. A., & Sudirman, S. (2024). Problematika Pembelajaran Pendidikan Agama Islam pada Anak Berkebutuhan Khusus Tunadaksa di SLB Negeri 1 Palopo. Jurnal Pendidikan Refleksi, 13(2), Article 2.
  34. Subasman, I., Widiantari, D., & Aliyyah, R. R. (2024). Dinamika Kolaborasi Dalam Pendidikan Karakter: Wawasan Dari Sekolah Dasar Tentang Keterlibatan Orang Tua Dan Guru. Journal on Education, 6(2), Article 2. https://doi.org/10.31004/joe.v6i2.5320
  35. Supriyadi, A., Patmawati, F., & Waziroh, I. (2023). Strategi Pembelajaran Ekspositori untuk Anak Berkebutuhan Khusus Jenis Tunarungu pada Mata Pelajaran Pendidikan Agama Islam. Edupedia : Jurnal Studi Pendidikan Dan Pedagogi Islam, 7(2), 177–188. https://doi.org/10.35316/edupedia.v7i2.2336
  36. Suryadinata, T. A. (2024). Ketidakadilan Substansial dan Kekerasan Simbolik dalam Problem Marginalisasi Anak Berkebutuhan Khusus di Surakarta. Jurnal Analisa Sosiologi, 13(2), Article 2. https://doi.org/10.20961/jas.v13i2.85201
  37. Syahara, A., Julia, P., Maksum, H., & Fadhillah ’. (2022). Peran Keteladanan Guru dalam Membentuk Karakter Siswa Di SD Negeri 18 Banda Aceh. JURNAL EDUKASI EL-IBTIDA’I SOPHIA, 1(2), 56–62. https://doi.org/10.32672/jeis.v1i2.5087
  38. Za’diyah, H., Sukamto, S., Wahyudin, H., & Sunarti, S. (2024). Strategi Pembelajaran Pendidikan Pancasila yang Efisien untuk Kelas I Sekolah Dasar. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(4), Article 4. https://doi.org/10.54371/ainj.v5i4.674