Islamic Pedagogical Approach in Strengthening Positive Self-Concept among Students with Intellectual Disabilities

Abstract

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.