Learning Approaches and Supportive Interventions in Qur’an Memorization For Students With Special Needs
DOI:
https://doi.org/10.59944/postaxial.v4i3.2001Keywords:
Qur’an memorization learning, Learning approaches, Supportive interventions, Students with special needs, Islamic boarding schoolsAbstract
Abstract:
Qur’an memorization learning for students with special needs requires an adaptive and inclusive approach that is responsive to the individual characteristics of learners. This study aims to describe approaches to Qur’an memorization learning, identify forms of supportive intervention, analyze the relationship between the two, and compare their implementation at Sabilillah Islamic Boarding School, Sumberkerang, and FATHIN (Fatahillah Ibnu Nizar) Islamic Boarding School, Sumberkerang. This study employed a qualitative approach with a multisite study design. Data were collected through participant observation, in-depth interviews, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through the stages of data reduction, data display, and conclusion drawing. Data trustworthiness was strengthened through source, technique, and time triangulation. The findings indicate that Qur’an memorization learning in both Islamic boarding schools is adaptive, although it is implemented through different service patterns. Sabilillah Islamic Boarding School places greater emphasis on individualized learning, while FATHIN Islamic Boarding School integrates students with special needs with regular students through habituation and pesantren discipline. Supportive interventions include intensive assistance, motivation, positive reinforcement, therapy, family support, character development, and the creation of a conducive learning environment. The findings also reveal that learning approaches and supportive interventions have a mutually reinforcing relationship in supporting students’ memorization achievement. The success of Qur’an memorization learning for students with special needs is therefore influenced by the appropriateness of the learning approach, the intensity of teacher assistance, family support, and an inclusive, humane, and supportive pesantren environment.
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