Strategi Pembelajaran Membaca Al-Qur’an di SLBN 1 Solok (Study pada Anak Tunagrahita)

Abstract

This article discusses the strategies for teaching Quran reading at SLBN 1 Solok, specifically aimed at students with special needs, particularly those with intellectual disabilities. In the context of inclusive education, it is crucial to implement methods that cater to the unique characteristics and needs of students to facilitate effective learning. The strategies employed in this teaching approach consist of five main steps. The first step involves identifying students based on their learning styles and reading abilities, allowing teachers to tailor instructional methods that are most effective for each student. The second step is setting realistic learning objectives that align with students' capabilities to motivate them throughout the learning process. The third step includes the use of appropriate approaches, methods, and media, such as individual approaches, multisensory methods, and visual aids like hijaiyah cards, which help students recognize letters. Repetition and practice are also crucial components of this process to ensure that students can correctly pronounce letters and verses. The fourth step involves the systematic organization of learning steps, starting from the introduction of hijaiyah letters to the recitation of simple verses, conducted progressively to build students' reading skills. The final step is the implementation of evaluations through oral tests and daily quizzes to assess students' understanding of the material taught, enabling teachers to evaluate each student's progress and adjust the teaching strategies accordingly. By applying this planned and systematic teaching strategy, it is hoped that students at SLBN 1 Solok can effectively develop their Quran reading skills, enhance their motivation, and deepen their understanding of religious teachings, while also achieving better outcomes in their Quran learning journey.