Pedagogic competence of teachers in religious moderation-based islamic education for disabled students

  • Mindani Mindani 
    Universitas Islam Negeri Fatmawati Sukarno Bengkulu
    Indonesia
  • Hengki Satrisno
    Universitas Islam Negeri Fatmawati Sukarno Bengkulu
    Indonesia
  • Nova Asvio
    Universitas Islam Negeri Fatmawati Sukarno Bengkulu
    Indonesia

Abstract

This study explored: 1) the understanding and skills of teachers in managing PAI learning based on religious moderation for people with disabilities; 2) the form of religious moderation in the teaching of PAI based on religious moderation for people with disabilities; and 3) factors that influence the teaching of religious moderation in religious moderation-based PAI teaching for people with disabilities. Descriptive qualitative field research method was used in this study. The results of the study revealed that: 1) The ability of teachers in carrying out learning was quite good; 2) The forms of religious moderation that are accustomed to the extraordinary schools of Bengkulu city, including attitudes of tolerance, tolerance, egalitarian (equality), caring (empathy), compassion and mutual help or mutual assistance, and responsibility; and 3) Factors that influence the implementation of Islamic religious education learning activities based on religious moderation for the disabled at special schools in Bengkulu city, including supporting factors (stakeholder commitment, facilities and infrastructure, rules and curriculum) and inhibiting factors (knowledge, parental commitment), and teacher commitment).
Keywords
  • Teacher
  • Pedagogic Competence
  • Religious Moderation
  • Disabled
References
  1. Abacioglu, C. S., Fischer, A. H., & Volman, M. (2022). Professional development in multicultural education : What can we learn from the Australian context ? Teaching and Teacher Education, 114, 103701. https://doi.org/10.1016/j.tate.2022.103701
  2. Afniola, A., Ruslan, R., & Artika, W. (2020). Intelegensi dan Bakat pada Prestasi Siswa [Intelligence and Talent on Student Achievement]. Al-Din: Jurnal Dakwah Dan Sosial Keagamaan, 6(1), 1–10. https://doi.org/10.35673/ajdsk.v6i1.844
  3. Ainina, D. Q. (2022). Nilai-Nilai Moderasi Beragama Dalam Mata Pelajaran PAI dan Budi Pekerti Kelas VII SMP. Al Qalam: Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 16(2), 477–487. https://jurnal.stiq-amuntai.ac.id/index.php/al-qalam/article/view/887
  4. Arikunto, S. (2011). Prosedur Penelitian: suatu Pendekatan Praktik [Research Procedure: a Practical Approach]. Rineka Cipta. https://opac.perpusnas.go.id/DetailOpac.aspx?id=217760
  5. Asvio, N. (2015). Hubungan Lingkungan Belajar dan Motivasi Belajar dengan Minat Belajar Mahasiswa Semester III Program Studi Diploma III Kebidanan Stikes Prima Nusantara Bukittinggi. Al-Fikrah, 3(1), 95–108. https://ojs.iainbatusangkar.ac.id/ojs/index.php/alfikrah/article/download/394/387
  6. Asvio, N., Arpinus, A., & Suharmon, S. (2017). The influence of learning motivation and learning environment on undergraduate students’ learning achievement of management of Islamic education, study program of IAIN Batusangkar In 2016. Noble International Journal of Social Sciences Research, Noble Academic Publsiher, 2(2), 16–31. https://ideas.repec.org/a/nap/nijssr/2017p16-31.html
  7. Bungin, B. (2012). Analisis Data Penelitian Pendidikan [Educational Research Data Analysis]. PT. Raja Grafindo Persada.
  8. Cleovoulou, Y., Iznardo, M., & Kamani, F. (2022). An examination of equity pedagogy during program coherence building in teacher education. Teaching and Teacher Education, 120, 103866. https://doi.org/10.1016/J.TATE.2022.103866
  9. Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. https://www.sciencedirect.com/science/article/abs/pii/S1747938X18301039
  10. Undang-undang Republik Indonesia Nomor 35, (2014).
  11. Emzir. (2015). Metodologi Penelitian Pendidikan Kuantitatif & Kualitatif [Quantitative & Qualitative Educational Research Methodology]. Rajawali Pers.
  12. Faqih, I. (2019). Kompetensi dan Peran Guru dalam Pembelajaran PAI [Teacher Competencies and Roles in PAI Learning]. Transformasi : Jurnal Studi Agama Islam, 12(2), 86–103. https://ejournal.stainupacitan.ac.id/index.php/Transformasi/article/view/68
  13. Firman, A. J., Ni’mah, U., & Asvio, N. (2022). Prototype Curriculum: Concepts and Its Role in Strengthening Character Education After the Covid-19 Pandemic. EJIP : Educational Journal of Innovation and Publication, 1(1), 10–17. https://ejournal.periexca.org/index.php/ejip/article/view/9
  14. Gaitas, S., & Martins, M. A. (2017). Teacher perceived difficulty in implementing differ- entiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544–556. https://doi.org/https://doi.org/10.1080/13603116.2016.1223180
  15. Geel, M. Van, Keuning, T., Frèrejean, J., Dolmans, D., Merriënboer, V., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67. https://doi.org/10.1080/09243453.2018.1539013
  16. Pembelajaran PAI bagi Anak Berkebutuhan Khusus [PAI Learning for Children with Special Needs], XI Pendidikan Agama Islam 217 (2014). https://doi.org/https://doi.org/10.14421/jpai.2014.112-05
  17. Heacox, D. (2014). Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition). Free Spirit Publishing Inc. https://books.google.co.id/books?hl=en&lr=&id=8g4YfvYnfVcC&oi=fnd&pg=PP1&ots=VRamKGVz7s&sig=AUKu6HK8syPwpa8sG9X46XQry1w&redir_esc=y#v=onepage&q&f=false
  18. Hidayat, A., & Rahman, R. (2022). Penanaman Nilai-nilai Moderasi Beragama dalam Pembelajaran PAI di SMP Negeri 22 Padang [Instilling Religious Moderation Values in PAI Learning at SMP Negeri 22 Padang]. Islamika, 4(2), 174–186. https://doi.org/10.36088/islamika.v4i2.1742
  19. Isroani, F. (2019). Pembelajaran Pendidikan Agama Islam bagi Anak Berkebutuhan Khusus di Sekolah Inklusi [Islamic Religious Education Learning for Children with Special Needs in Inclusive Schools]. Quality: Journal of Empirical Research in Islamic Education, 7(1), 50–65. https://doi.org/http://dx.doi.org/10.21043/quality.v7i1.5180
  20. Jamiin, J. (2019). Kompetensi Pedagogik dan Sosial Guru Kelas dalam Pendidikan Inklusi di SDN Balirejo Yogyakarta [Class Teacher Pedagogic and Social Competence in Inclusive Education at SDN Balirejo Yogyakarta]. 10. https://doi.org/https://doi.org/10.47625/fitrah.v10i2.186
  21. Latipah, N., Asvio, N., & Imaduddin, M. (2022). Kompetensi Calon Guru IPA dalam Merefleksikan Kegiatan Belajar Mengajar IPA [Competence of Prospective Science Teachers in Reflecting on Science Teaching and Learning Activities]. Praja Iswara, 3(1), 28–38. https://scholar.archive.org/work/u2erzsj67fcqjnjypcw6gz6d7m/access/wayback/https://prajaiswara.jambiprov.go.id/index.php/files2/article/download/40/27
  22. Mardiyansyah, D., Zulkarnain, S., & Utami, I. (2022). Islamic Education for Teenagers : The Role of Parents. EJIP: Educational Journal of Innovation and Publication, 1(1), 31–35. https://ejournal.periexca.org/index.php/ejip/article/view/12/5
  23. Miles, M. B., Huberman, M. A., & Saldana, J. (2014). Qualitative Data Analysis: a Methods Sourcebook.
  24. Moleong, L. J. (2019). Metode Penelitian Kualitatif. Remaja Rosdakarya.
  25. Patty, A. M. (2021). Moderasi Beragama: Suatu Kebijakan Moral Etis [Religious Moderation: An Ethical Moral Policy]. BPK Gunung Mulia.
  26. Undang-undang tentang Guru dan Dosen, (2005).
  27. Rujiah, R., & Sa’diyah, M. (2021). Peran Stakeholder Pendidikan Sebagai Penjamin Mutu Sekolah PAUD di TKQ Baitul Izzah [The Role of Education Stakeholders as Quality Guaranteers of PAUD Schools at Baitul Izzah Kindergarten]. Rayah Al-Islam, 5(2), 636–652. https://ejournal.arraayah.ac.id/index.php/rais/article/download/490/248/
  28. Sari, M., Suhirman, S., & Utami, I. (2022). Fostering Children ’ s Religious Character in Families : Case Study in a Village of Kepahiang District. EJIP: Educational Journal of Innovation and Publication, 1(1), 18–23. https://ejournal.periexca.org/index.php/ejip/article/view/5
  29. Shihab, M. Q. (2019). Wasathiyyah: Wawasan Islam Tentang Moderasi Beragama [Wasathiyyah: Islamic Insights About Religious Moderation]. Lentera Hati.
  30. Situmorang, J. B., & Winarno, W. (2008). Pendidikan Profesi & Sertifikasi Pendidik: Kompetensi Pedagodik, Kepribadian, Profesional dan Sosial [Professional Education & Educator Certification: Pedagodic, Personality, Professional and Social Competencies]. Saka Mitra Kompetensi.
  31. Smets, W. (2017). High Quality Differentiated Instruction – A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom. Universal Journal of Educational Research, 5(11), 2074–2080. https://doi.org/10.13189/ujer.2017.051124
  32. Strom, K. J., & Martin, A. D. (2022). Toward a critical posthuman understanding of teacher development and practice : A multi-case study of beginning teachers. Teaching and Teacher Education, 114, 103688. https://doi.org/10.1016/j.tate.2022.103688
  33. Suharto, B. (2019). Moderasi Beragama: Dari Indonesia Untuk Dunia [Religious Moderation: From Indonesia For The World]. LKIS.
  34. Suranto, D. I., Annur, S., Ibrahim, I., & Alfiyanto, A. (2022). Pentingnya Manajemen Sarana dan Prasarana dalam Meningkatkan Mutu Pendidikan [The Important of Facilities and Infrastructure Management in Improving the Quality of Education]. 1(2), 59–66. https://doi.org/https://doi.org/10.33578/kpd.v1i2.26
  35. Undang-undang RI Nomor 20 Tahun 2003, (2003).
  36. Vigren, H., Alisaari, J., Maria, L., Acquah, E. O., & Commins, N. L. (2022). Teaching immigrant students : Finnish teachers ’ understandings and attitudes. Teaching and Teacher Education, 114, 103689. https://doi.org/10.1016/j.tate.2022.103689

Downloads

PDF

Statistic

Abstract Views
: 616 times
PDF
: 37 times