Evaluation of Islamic Education in Tuna Grahita Students at The Extraordinary High School C (SMALB-C) Putera Asih Kediri

Authors

  • Alfin Husniyah Pascasarjana Institut Agama Islam Negeri Kediri
  • Ahsana Taqwiyan Pascasarjana Institut Agama Islam Negeri Kediri
  • Dariyanto Dariyanto

DOI:

https://doi.org/10.21111/educan.v7i1.9187

Keywords:

Evaluation, Islamic Education, Mentally Retarded, SLB

Abstract

The government has committed to be providing educational services for its citizens who are born with various abnormalities through the provision of special education as a realization of UU No. 20 Tahun 2003 pasal 5 ayat (2). The writing of this article aims to explore further the reality of Islamic Religious Education (Pendidikan Agama Islam/PAI) implementation in special education institutions at the senior secondary level located at SMALB-C Putera Asih Kota Kediri. The approach used in this research is qualitative approach with case studies as the type of research. Meanwhile, the data in this study were collected through interviews, observation, and documentation.As for data analysis techniques, we adopt the Miles, Huberman, & Saldana model which includes data condensation, data display, and conclusions drawing. From the results of the research, it can be concluded that: 1) The planting of PAI in the classroom which is carried out through learning activities for mentally retarded students at SMALB-C Putera Asih Kota Kediri in general can be said to be good, considering that the implementation is in accordance with the prepared lesson plan. Meanwhile, the implementation of PAI outside the classroom, one of them is carried out through Dhuha prayers in congregation every day. 2) Evaluation of PAI for mentally retarded students at SMALB-C Putera Asih Kota Kediri can be said to have not run optimally, since the assessment still relies on the cognitive aspects only. Meanwhile, for the affective and psychomotor aspects, both have not been implemented properly.

Author Biography

Alfin Husniyah, Pascasarjana Institut Agama Islam Negeri Kediri

Pascasarjana IAIN Kediri

References

Amka. Manajemen Pendidikan Khusus. Sidoarjo: Nizamia Learning Centre, 2016.Elihami, and Abdullah Syahid. “Penerapan Pembelajaran Pendidikan Agama Islam Dalam Membentuk Karakter Pribadi Yang Islami.” EDUMASPUL: Jurnal Pendidikan 2, no. 1 (2018): 79–96.Kemendikbud. Gambaran Sekolah Inklusif Di Indonesia (Tinjauan Sekolah Menengah Pertama) Tahun 2016. Jakarta: Pusat Data dan Statistik Pendidikan dan Kebudayaan, 2016.Kumalasari, Intan, and Darliana Sormin. “Metode Pembelajaran Pendidikan Agama Islam Pada Anak Tunagrahita Di SLB-C Muzdalifah Medan.” TAZKIR: Jurnal Penelitian Ilmu-Ilmu Sosial Dan Keislaman 5, no. 1 (2019): 1–24.Mais, Asrorul. Media Pembelajaran Anak Berkebutuhan Khusus. Jember: Pustaka Abadi, 2016.Manizar, Elly. “Optimalisasi Pendidikan Agama Islam Di Sekolah.” TADRIB: Jurnal Pendidikan Agama Islam 3, no. 2 (2017): 251–77.Pitaloka, Asyharinur Ayuning Putriana, Safira Aura Fakhiratunnisa, and Tika Kusuma Ningrum. “Konsep Dasar Anak Berkebutuhan Khusus.” MASALIQ: Jurnal Pendidikan Dan Sains 2, no. 1 (2022): 26–42.Rochmah, Siti Khosiah, and Rika Sa’diyah. “Strategi Pembelajaran PAI Pada Peserta Didik Tuna Grahita Sekolah Dasar Kelas Awal Di Sekolah Dasar Luar Biasa (SDLB) Pembina Tingkat I Cilandak Lebak-Bulus Jakarta Selatan.” BELAJEA: Jurnal Pendidikan Islam 2, no. 1 (2017): 35–54.Wafi, Abdul. “Konsep Dasar Kurikulum Pendidikan Agama Islam.” EDURELIGIA: Jurnal Pendidikan Agama Islam 1, no. 2 (2017): 133–39.Zuhroh, Ika Nafisatus, and Moh. Sahlan. “Evaluasi Pembelajaran Pendidikan Agama Islam (PAI) Pada Anak Berkebutuhan Khusus.” PESAT: Jurnal Pendidikan, Sosial, Dan Agama 8, no. 1 (2022): 71–84.

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Published

2023-02-05

How to Cite

Husniyah, A., Taqwiyan, A., & Dariyanto, D. (2023). Evaluation of Islamic Education in Tuna Grahita Students at The Extraordinary High School C (SMALB-C) Putera Asih Kediri. EDUCAN : JURNAL PENDIDIKAN ISLAM, 7(1), 69–81. https://doi.org/10.21111/educan.v7i1.9187

Issue

Vol. 7 No. 1 (2023): Evaluation of Islamic Education Learning

Section

Articles

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  3. 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).