Inclusive Learning Media Innovation in Islamic Religious Education for Students with Special Needs
Inovasi Media Pembelajaran Inklusif dalam Pendidikan Agama Islam untuk Siswa Berkebutuhan Khusus
DOI:
https://doi.org/10.52187/rdt.v7i1.376Keywords:
inclusive education, islamic religious education, adaptive mediaAbstract
Innovation in inclusive learning materials in Islamic Religious Education (PAI) plays a crucial role in achieving access and equality for students with special needs (ABK). Through a literature review and content analysis, this qualitative study identified three main forms of innovation. First, multisensory media such as interactive videos, prayer cards, the Talkback System, and kinesthetic activities help students understand material according to their sensory characteristics. Second, value- and emotion-based media, such as Islamic films and exemplary stories, encourage empathy, motivation, and deepened religious meaning. Third, adaptive digital media based on AI, VR, and speech-to-text and text-to-speech features enable personalized learning for each individual. However, the implementation of these innovations remains hampered by limited resources, teacher competency, and a lack of collaboration among stakeholders. These findings underscore the importance of developing an inclusive PAI media paradigm and enhancing teacher capacity through adaptive technology. Further research is needed to directly test the effectiveness of each media in inclusive classrooms, as well as to develop technology-based PAI learning models that are scalable and easily implemented across various school contexts.
References
Adelia, D., Putri, R. A., Rahma, A. L., Jaya, I., & Ageng, R. (2023). Tantangan pendidikan inklusi untuk anak berkebutuhan khusus tunarungu di sekolah dasar. Jurnal Pendidikan Khusus, 2(1), 68–82.
Azza, M. I. I., Fauji, I., & Anshori, I. (2019). Implementasi pembelajaran pendidikan agama Islam bagi anak berkebutuhan khusus di sekolah inklusi. Quality: Journal of Empirical Research in Islamic Education, 7(1), 50–65.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Dhuha, M. C., & Astuti, A. P. (2025). Media pembelajaran digital yang aksesibel untuk mahasiswa berkebutuhan khusus menuju lingkungan pembelajaran inklusif. LEARNING: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 5(1), 167–186.
Faozanudin, M., & Sulistian, L. S. (2023). Tantangan implementasi pendidikan dasar inklusi di Kabupaten Banyumas. Jurnal Indopedia (Inovasi Pembelajaran dan Pendidikan), 1(1), 107–118.
Gunawijaya, A., & Srilaksmi, S. (2020). Pengembangan media pembelajaran inklusif untuk tunanetra. Jurnal Pendidikan Khusus, 12(1), 45–58.
Irmayanti. (2025). Inovasi pembelajaran agama Islam: Pendekatan diferensiasi untuk anak berkebutuhan khusus. Jurnal Keguruan dan Ilmu Pendidikan, 4(2), 106–112.
Izzatun Ni’mah, U. N., Elhady, A., & Mustofa, T. A. (2024). Strategi pembelajaran pendidikan agama Islam untuk siswa inklusi di sekolah menengah pertama kelas delapan. Aulad: Journal on Early Childhood, 7(1), 104–114. https://doi.org/10.31004/aulad.v7i1.589
Nurfadhilah, A. A., Astutiningsih, F., & Lukitoaji, B. D. (2025). Analisis penerapan pendidikan inklusif terhadap akses kesetaraan siswa. Jurnal Anak Sekolah Dasar, 1(1), 112–118.
Nurfand, L., Simamora, N., & Meilana, S. (2025). Kolaborasi guru dan orang tua dalam penerapan metode pembelajaran berdiferensiasi untuk anak berkebutuhan khusus di kelas inklusif. Jurnal Ilmiah Pendidikan Dasar, 10, 111–120.
Nusaibah, S., Michelle, D., Nanariain, D., & Istiqamah, D. (2025). Pendidikan inklusif dan pemenuhan hak anak berkebutuhan khusus di Indonesia: Tinjauan literatur kritis. Jurnal Pendidikan Indonesia, 6(7), 3229–3240.
Pradana, T. A., & Susilawati. (2023). Strategi intervensi layanan bimbingan dan konseling bagi anak berkebutuhan khusus. Consilia Jurnal Ilmiah Bimbingan dan Konseling, 6, 27–33.
Rivai, M., Arza, M. Y., Aminarti, P. A., & Azis, A. (2025). Analisis pendidikan inklusi dalam konteks pembelajaran pendidikan agama Islam di Indonesia. Jurnal Pendidikan Inklusi Citra Bakti, 3(1), 66–79. https://doi.org/10.38048/jpicb.v3i1.5545
Rizal, Z. A. G. E. M., Ulum, M. B., Aprilia, E., Ilahana, A., & Rif’iyati, D. (2025). Pendidikan agama Islam untuk anak berkebutuhan khusus dalam perspektif inklusivitas. Pendidikan Islam, 5(1), 1–23.
Roller, M. R. (2019). A quality approach to qualitative content analysis: Similarities and differences compared to other qualitative methods. Forum Qualitative Sozialforschung, 20(3). https://doi.org/10.17169/fqs-20.3.3385
Salsabila, U. H., Husna, L. I., Nasekha, C., & Pratiwi, A. (2023). Penggunaan media dalam pembelajaran pendidikan agama Islam bagi anak berkebutuhan khusus. Lentera, 22(1), 11–21.
Thwe, W. P., & Kálmán, A. (2024). Lifelong learning in the educational setting: A systematic literature review. Asia-Pacific Education Researcher, 33(2), 407–417. https://doi.org/10.1007/s40299-023-00738-w
Triana, R. S. (2024). Pentingnya pendidikan inklusi untuk memenuhi hak anak berkebutuhan khusus. SPEED Journal Journal of Special Education, 8(1), 27–30.
Ummah, R., Suryani, N., Safara, T., Rahma, A., Kurnilasari, U., Arsariris, V., & Sukma, M. (2023). Tantangan atau hambatan dalam menerapkan pendidikan inklusi. Tantangan dan Hambatan Pendidikan Inklusi, 2(1), 111–118.
Zudeta, E., Marsyah, U., Khalida, R., Ulni, E. K., & Fitriani, D. (2024). Pelatihan pembuatan media pembelajaran anak berkebutuhan khusus. Jurnal Pengabdian Pendidikan Khusus, 2(2), 31–39.
