As for the students with mental disabilities of religious education also has a dominant role to remain stable and focused his life on the right path. Imparting the Islamic religious education to students with different abilities is a right that should be given to them to improve the development of personality and the religious education also seeks to promote the mentality of faith in students with disabilities. While students with different abilities are spread in almost all regions (subdistrict/town), not only in the Capital Regency.
Junior High School for disabled students (SMP LB) is an educational institution or school responsible for implementing education to educate students with special needs or disabilities to primary school level. For that, an educator should not discriminate their students, even against students with different abilities, should be treated the same as a normal student. So they have to educate in a special place which is in specialized school for students with different abilities or disabled students, the school is SLB.
Operational Definition
Conscious and planned effort to prepare students to know, understand, appreciate, have faith, devoted and noble in the Islamic teaching from the main source is the holy book, the Quran and Hadith, through the activities of guidance, teaching, training and use of experience. From the above understanding Islamic Religious Education (IAI) means that a conscious effort is made for students to know and understand and practice the practices contained in the holy book, the Al-Quran and the Hadith. Mentally Handicapped is a term used to describe children or students who have below average intellectual capacity.
9 As Nur'aeni says, a Tunagrahita is someone who has below average IQ and intellectual ability for his/her age. So, it can be concluded that the mentally handicapped student is a student whose mentally handicapped intelligence is generally below average. Based on the above operational definition, the title of the writer raised by the thesis is the teaching of Islamic religious education (PAI) in junior high school for students with disabilities of SLB-C YAKUT Purwokerto which is a study to find out that as the learning factors of Islamic religious education (IRA) undertaken in the special school for students with intellectual challenges.
Problem Statements
The results are expected to provide clear information about the implementation of Islamic Religious Education (IRE). This research is expected to be able to provide participation for the development of the science of Islamic education or other scientific disciplines, especially in the main directions of IAIN Purwokerto and make fully human in building good attitude (akhlakul karimah). This research can become experience and provide information about teaching Islamic religious education (IRA) to students with mental disabilities for researchers.
Can give feedback, contribute idea and as a material consideration in the development and promotion of disabled students of SLB-C YAKUT Purwokerto. And people can also know the right way to educate students, especially for mentally disabled students to ease the face and understand their behavior.
Literature Review
In this research, the situation of students with intellectual disabilities or students with special educational needs was described, which emphasizes the learning of the Islamic religion of education with indicators that make the researcher and the condition of the student with Down syndrome in more detail the condition of the student with intellectual disabilities in communication area, especially during the learning process, is evaluated at the end when the learning is completed and there are KKM (minimum perfection criteria) or indicators that may limit or be the basis for the performance of students with Down syndrome in learning follow Islamic religious education (PAI). There are some things in common from all the four researches above, both of them discussed the learning of Islamic Religious Education (IRE) for students with intellectual disabilities and how learning factors influence there. As for some differences, it was the method used in learning that became the focal point, while other variations were the importance of students in teaching and in supporting and inhibiting the learning process.
Although there are similarities with the above thesis, but no diminished or copy and pasted authorship on this study.
Structure of the Study
The last part of the dissertation will consist of the bibliography and appendices related to research, author biography and curriculum vitae.
Conclusion
But to use the effective days there, the performance indicators were often not completed and not sufficient to complete a topic in the curriculum due to the condition and situation of the student. Schedule: Implementation of the schedule like the schedule at another school, but in the beginning of the learning process, this school came later than the other school (junior high school). The Annual Program (PROTA) and Semester Program (PROMES): The Annual Program (PROTA) and Semester Program (PROMES) created and used at this school was not affected by the student's limited capabilities.
Made sure that the syllabus also had to meet the criteria, because the teacher included all aspects, there were cognitive, affective and psychomotor, as in the theory created by Boenyamin Bloom, which prioritized three aspects. And for the material also more emphasis was placed on the worship of material, and the next ethics (attitude) and faith and the next were other materials, like for school learning, actually more emphasis on individual services, even though the learning was implemented in the form of effective learning. However, only in practice it was not so bad and less conducive that depending on the condition of the student who had different abilities, such as intellectual disability and because of his disability, controlling himself until guidance from other people (parents) was necessary. ).
Method and Strategy: The method used by the teacher in Islamic Religious Education (PAI) learning was interactive lecture, question and answer, CTL (Contextual Teaching Learning), task, ICM (Index Card Match), Short Card and Story Telling. But the most used were interactive lectures, questions and answers, CTL and storytelling for the condition of the student, who were weak in the remembered and received by the stimulus, and the limitation of intelligence (IQ) of students, so it was affected when it was used method , which will confuse the student. While the strategy was inquiry, where the teacher became the center or source in the delivery of material, the students were only listeners, so it was much less for the student to activate, but due to the situation of the students that were impossible, they still needed guidance especially for active and critical thinking, it was very stressful for students.
Evaluation: the evaluation used by the teacher of Islamic Religious Education (PAI) was a written and unwritten test, the written test was such questions of the semester test made by the school and the teacher (multiple choice, assignments and short essay), while for the illiterate, they are like an oral exam, and are usually given by the teacher after learning in class and practice. And for a student who qualified with perfection in that material, that means no revision of the syllabus or re-examination.
Suggestions
More by varying the method of learning Islamic Religious Education (PAI) so that the student did not get bored quickly and the lesson delivered will be easily accepted and also the learning to drive optimally. In the learning process, inserted an "ice breaking" for the students are interested in the subject and also be an effort to arouse the mood of the students. The parents had to have religious education at home, because there was minimal time at school.
The family is the first and most important factor in the formation of their self so it is advised for parents to pay special attention to them and also get used to good habits such as helping people, well said in speech and polite, etc. The parent must teach, set an example and invite the children to a good thing and carry out obligations such as prayer and other worship, because the parents are closer to the children and the parents' role is very important to them. The parent must be firm and not to pamper them, because the formation of self is from the reaction of parents.
For the society should support the program and the activity related to the children of mentally handicapped so that their abilities can develop and they grew into normal citizens as in general. Alhamdulillah, the author praises to Allah SWT who has given his grace and guidance so that the author can finish this thesis, titled. The author apologizes for the limited ability of the author to compile this thesis, and the author realizes that there are many errors in compiling.
Advice and constructive criticism from all sides the author expects, as a reference and to improve it next time. The author also hopes that this thesis will be useful to the author and readers in general. The author would like to thank all those who have helped materially and immaterially from the beginning to the end of writing this thesis.
Metode Pengajaran Pendidikan Agama Islam (PAI) Bagi Anak Tunagrahita di Sekolah Luar Biasa (SLBN) Semarang.