The Qur’an Memorisation Learning Model for Children with Hearing and Speech Disabilities: Challenges and Implementable Solutions at Jamhariyah Islamic Boarding School in Yogyakarta
Keywords:
Challenges, Deaf People, Model, Memorising the Qur'an, SolutionsAbstract
This study is grounded in the researcher’s interest in the instructional models employed by teachers to facilitate Qur’anic memorization for children with hearing and speech impairments. These children commonly face dual limitations, not only in auditory perception but also in verbal communication. The primary objective of this research is to explore the learning model, challenges, and pedagogical solutions implemented in the tahfidz (Qur’anic memorization) program at Pesantren Jamhariyah for students with such disabilities. This research adopts a qualitative descriptive approach, wherein data collection was conducted through observation, interviews, and documentation. The data sources were obtained directly from key informants, including the caretakers of Pesantren Jamhariyah Yogyakarta, tahfidz instructors, and students with hearing and speech impairments. Data analysis involved several stages: data collection, data reduction, data categorization, and drawing conclusions. The validity of the data was ensured through triangulation of sources and techniques. The findings reveal that the Qur’anic memorization model applied at Pesantren Jamhariyah is based on a mastery learning approach. This includes individualized instruction, setoran (memorization submission) and muraja’ah (revision) strategies, the use of sign language, specifically Arabic Sign Language (ASL), and repetitive techniques. The implementation of this model poses several pedagogical challenges that require targeted solutions from educators. It is anticipated that the results of this study may serve as a valuable reference for educators seeking to implement inclusive Qur’anic memorization instruction.
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