Implementation of Islamic Religious Education (PAI) Learning for Children with Special Needs: A Case Study at Ma'arif 1 Vocational School, Kebumen

Abstract

This study aims to analyze the implementation of Islamic Religious Education (PAI) for children with special needs in a case study at SMK Ma'arif 1 Kebumen. This study uses a qualitative case study approach. Data collection was conducted through interviews, observations, and documentation. Data analysis used the Miles, Huberman, and Saldana model, which consists of three stages: data condensation, data presentation, and data verification. The results showed that IRE at SMK Ma'arif 1 Kebumen was well accepted and understood by all students, especially those with special needs. In the learning process, the school applied an empathetic and flexible approach to assessment and established close collaboration between the school and families. This was a key factor in the educational success of students with special needs. Teachers play an important role as facilitators who are able to understand the character of each student and adjust teaching methods according to individual needs. However, there are several obstacles in the implementation of learning, including teachers who do not have a background in special education or formal training in the psychology of children with special needs, and the unstable emotional condition of students, which also poses a challenge in the learning process.