Implementation of Islamic Religious Education Learning for Students with Intellectual Developmental Disorder (IDD) at SMP Negeri 7 Salatiga
DOI:
https://doi.org/10.33387/j.edu.v24i2.12599Keywords:
Islamic Religious Education, Intellectual Developmental Disorder, Inclusive Education, Special Assistance Teacher, Differentiated InstructionAbstract
Students with Intellectual Developmental Disorder (IDD) are increasingly enrolled in Indonesian regular inclusive schools, yet limited research has examined how Islamic Religious Education (IRE), which involves abstract concepts, is adapted throughout the instructional cycle. This study describes and analyzes the planning, implementation, and evaluation of IRE learning for students with IDD at SMP Negeri 7 Salatiga, Indonesia. Using a qualitative descriptive design, data were collected from five purposively selected participants: the principal, a Special Assistance Teacher (Guru Pendamping Khusus/GPK), an IRE teacher, and two students with IDD. Data were obtained through passive participant observation, semi-structured interviews, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña and verified through source and technique triangulation. The findings indicate that (1) planning was conditional and selective, involving modifications to regular lesson plans while retaining alignment with national learning outcomes (CP), learning objectives (TP), and learning objectives flow (ATP); (2) implementation used regular classroom instruction with situational pull-out support from the GPK and varied teaching methods, although individual preferences were only partially accommodated; and (3) evaluation employed adapted assessments, with content coverage and scores adjusted through teacher–GPK collaboration, followed by alternative assignments and repetition. Effective IRE learning for students with IDD requires responsive and individualized teacher–GPK collaboration, which remains largely reactive and undocumented. The study contributes to inclusive religious education by highlighting the need for individualized learning and assessment frameworks.
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