Islamic Pedagogical Approach in Strengthening Positive Self-Concept among Students with Intellectual Disabilities
DOI:
https://doi.org/10.58988/jab.v6i1.879Keywords:
Inclusive Islamic Education, Intellectual Disability, Islamic Pedagogy, Murabbi, Self-ConceptAbstract
This study explores how Islamic Religious Education (PAI) teachers apply Islamic pedagogical principles to strengthen positive self-concept among students with intellectual disabilities (tunagrahita) at SLB Negeri Cerme Gresik, Indonesia. Using a qualitative descriptive approach with phenomenological analysis, data were collected through observation, interviews, and documentation. The findings reveal three key strategies employed by teachers: (1) the use of mawaddah wa rahmah (compassionate pedagogy) to create a supportive emotional environment; (2) personalized instruction and simple religious habituation that build self-confidence and self-worth; and (3) modeling and Islamic reinforcement that cultivate spiritual awareness. The results align with Rogers’ theory of positive self-concept and Islamic educational principles such as tarbiyah ruhaniyah (spiritual nurturing) and tazkiyatun nafs (self-purification). Teachers act as murabbi, spiritual mentors who guide students toward realizing their divine potential and innate fitrah. The study contributes to the development of inclusive Islamic education by integrating positive psychology with Islamic pedagogy, emphasizing that rahmah-based education can foster both spiritual and psychological empowerment for learners with special needs.
References
Abdillah, H. T., Firdaus, E., Syafe’i, M., Budiyanti, N., & Tantowi, Y. A. (2025). Religious character-based inclusive education in general course for difabel students at university. Jurnal Pendidikan Islam, 11(1), 189–203. https://doi.org/10.15575/jpi.v11i1.44011
Afif, N. (2025). Inclusive Islamic Education in Indonesia: Challenges, Theological Foundations, and Institutional Reform. AL-ISHLAH: Jurnal Pendidikan, 17(3). https://doi.org/10.35445/alishlah.v17i3.7650
Al-Attas, M. Naguib. (1999). The concept of education in Islam : a framework for an Islamic philosophy of education. International Institute of Islamic Thought and Civilization (ISTAC).
Al-Ghazali. (2019). Ihya’ ‘Ulum al-Din . Darul-Ishaat.
Amelasasih, P. & Hasanah, M. (2022). Pola Asuh Responsif Orang Tua Pada Anak Tunagrahita Dalam Membantu Daily Activity. Jurnal Pendidikan Khusus Indonesia.Vol. 4. No.4. 55-63.
American Psychological Assosiation. 2020. Ethical Principles Of Psychologists And Code Of Conduct.
Carson, J. (1986a). Self-Esteem in Elementary School Children. https://scholarworks.wmich.edu/dissertations/2300
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design. Los Angeles. SAGE Publication.
Fakhruddin, A., Anwar, S., & Fajar Islamy, M. R. (2025). Enhancing academic self-concept and historical literacy in Islamic studies through collaborative learning: a study on prospective Islamic Education teachers in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2491871
Gabriel, J. (2025). Establishing positive relationships and enhancing self-concept among special students in inclusive classrooms. International Journal of Sociology and Anthropology, 17(3), 63–72. https://doi.org/10.5897/ijsa2025.1020
Ibn Khaldun. (1967) The Muqaddimah – An Introduction to History by Ibn Khaldun.
Karal, Ali, H., Amalia, F., & Suprihatiningrum, J. (2025). Editorial Board Building Academic Confidence through Inclusive Practices: The Role of Family, Teachers, and Peers in Chemistry Learning. In Adress: Trabzon/Turkey Journal of Inclusive Educational Research (Vol. 5, Issue 1).
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry.
Marsh, H. W., & Shavelson, R. (1985). Self-concept Its multifaceted, hierarchical structure.
Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Self-assessment for continuous professional development: The perspective of Islamic Education. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38268
Miles, M. B., Huberman Qualitative-Data-Analysis. (1994).
Patton, M. Q. (2015). Qualitative research and evaluation methods.
Putra, P. H., Herningrum, I., & Alfian, M. (2021). Pendidikan Islam Untuk Anak Berkebutuhan Khusus (Kajian Tentang Konsep, Tanggung Jawab Dan Strategi Implementasinya). Fitrah: Journal of Islamic Education. Vol.2 No.1. 80-95 http://jurnal.staisumatera-medan.ac.id/fitrah
Ramirez-Granizo, I. A., Sánchez-Zafra, M., Zurita-Ortega, F., Puertas-Molero, P., González-Valero, G., & Ubago-Jiménez, J. L. (2020). Multidimensional self-concept depending on levels of resilience and the motivational climate directed towards sport in schoolchildren. International Journal of Environmental Research and Public Health, 17(2). https://doi.org/10.3390/ijerph17020534
Risfi, N.A.A., & Hasanah, M. (2020). Hubungan pola asuh demokratis orang tua dengan keberhasilan prososial siswa tunagrahita ringan (C) di SLB C Kemala Bhayangkari 2 Gresik. Jurnal Ummul Qura, 15(1), 1–10
Riza, M., & Ariani, T. (2025). Developing the Competence of Islamic Education Teachers in Designing Instructional Media at Public Elementary Schools in Ketol District. Journal of Multicultural Education and Social Studies (JOMESS), 02(1), 37–46. https://doi.org/10.37249/jomess.v2i1.1301
Ruswandi, A. (2025). Students’ Perceptions of Islamic Religious Education Teachers’ Exemplary. Al-Hayat: Journal of Islamic Education, 9(4), 782–799. https://doi.org/10.35723/ajie.v9i4.198
Sodikin, S. (2025). Islamic Pedagogical Transformation to Improve Critical Thinking in the Era of Globalization. Al-Munawwarah: Journal of Islamic Education, 1(2), 153–165. https://doi.org/10.38073/almunawwarah.v1i2.3532
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhimmatul Hasanah, Ahmad Iwan Zunaih, Ima Fitri Sholichah, Nur Amanina Mohd Asri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
