Visual Media in Islamic Religious Education for Deaf Learners: A Special School Study
https://doi.org/10.54604/itg.v10i2.548
Abstract
Islamic religious education for deaf learners faces a problem that is seldom stated explicitly: religious content is dense with abstract concepts, while the principal channel through which it is delivered in class is oral. This study describes the visual media used by Islamic education teachers at SLB Negeri Kebayakan, explains how these media function in the learning process, and identifies the constraints on their use. A descriptive qualitative approach was adopted. Data were collected through in-depth interviews with the Islamic education teacher as key informant, with the principal and teaching assistants as supporting informants, through classroom observation, and through analysis of teaching modules and archived instructional media, and were analyzed using an interactive model. The findings show that visual media at this school do not substitute for oral explanation but scaffold sign language: images and videos supply a shared referent that gives the teacher's signing something concrete to point to. Visual media proved effective for movement-based material such as ablution and prayer, but limited for doctrinal concepts with no visual counterpart. The principal constraint was not the absence of equipment but the absence of a settled sign vocabulary for religious terminology. The study concludes that strengthening inclusive Islamic education requires investment in religious sign vocabulary rather than in technology alone
Keywords:
Visual Media, Islamic Religious Education, Deaf Learners, Sign Language, Inclusive EducationReferences
Aprilia, R. E. (2024). Analisis pola komunikasi pada anak berkebutuhan khusus (tunarungu) di SLB Ayodya Tulada. SUMIKOLAH: Jurnal Ilmu Pendidikan, 1(1), 1–8.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Arman, A. R. (2025). Layanan pendidikan bagi anak tunarungu di SLB Negeri Saronggi. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 228–241.
Mannan, A., Romadhoni, A., Wulandari, S., & Fitriyah, E. (2021). Peranan media pembelajaran audio visual dalam meningkatkan minat belajar siswa pada mata pelajaran pendidikan agama Islam. Jurnal Pendidikan Islam.
Mayasari, H., & Halimah, N. (2024). Meningkatkan kemampuan berbicara pada anak melalui video interaktif. IJEDR: Indonesian Journal of Education and Development Research, 2(1), 312–314. https://doi.org/10.57235/ijedr.v2i1.1761
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Mayer, R. E., & Fiorella, L. (Eds.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.
Murwati, S., & Syefriani, S. (2024). Penggunaan bahasa isyarat dalam pembelajaran seni tari bagi siswa tunarungu tingkat sekolah menengah pertama di sekolah luar biasa. Jurnal Pendidikan Seni, 10(4), 180–196.
Naufandri Aziz, H., & Priyanto, D. (2025). Penggunaan media visual dalam pembelajaran PAI bagi anak tunarungu di SMALB B YAKUT Purwokerto. Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam, 2(3), 168–170. https://doi.org/10.59841/miftahulilmi.v2i3.169
Nikmatussaidah, N. (2021). Implementasi teknologi informasi dan komunikasi (TIK) sebuah literasi dalam pembelajaran pendidikan agama Islam. Jurnal Literasiologi, 5(1), 1065–1074. https://doi.org/10.47783/literasiologi.v5i1.175
Oktavia, A. E., Syalviana, E., & Abdillah, F. (2023). Metode bahasa isyarat dalam baca tulis Al-Qur'an untuk anak tunarungu di kawasan minoritas muslim Papua. Jurnal Ilmiah Wahana Pendidikan, 9(3), 85–96. https://doi.org/10.5281/zenodo.7605306
Oktaviani, P., Mustafa, M., & Usman, U. (2024). Penggunaan media teka-teki silang bergambar untuk meningkatkan kemampuan kosa kata siswa tunarungu kelas IV. Jurnal Pendidikan Kebutuhan Khusus, 2(2).
Pujiastuti, T. (2021). Perkembangan keagamaan anak tunagrahita: Studi kasus di sekolah luar biasa negeri kota Bengkulu. Aswaja Pressindo.
Salsabila, U. H., Yuniarto, A., Satriafitri, N., Vikasari, D. P., & Marfu'ah, D. H. (2022). Optimasi teknologi pendidikan untuk anak berkebutuhan khusus dalam pembelajaran PAI di SLB Islam Qothrunnada. At-Tajdid: Jurnal Pendidikan dan Pemikiran Islam, 6(2), 173–182. https://doi.org/10.24127/att.v6i2.2382
Siregar, F., & Ananda, R. (2023). Pengembangan media pembelajaran board game matematika untuk siswa tunarungu. Jurnal Pendidikan Inklusi.
Sofyan, A., & Fatimah, S. (2024). Strategi pembelajaran PAI pada anak berkebutuhan khusus tunanetra. Social, Humanities, and Educational Studies (SHES): Conference Series, 7(3), 2430–2438. https://doi.org/10.20961/shes.v7i3.93035
Tomlinson, C. A. (2021). So each may soar: The principles and practices of learner-centered classrooms. ASCD.
Triana, R. S. (2024). Pentingnya pendidikan inklusi untuk memenuhi anak berkebutuhan khusus. SPEED Journal: Journal of Special Education, 8(1), 27–30. https://doi.org/10.31537/speed.v1i8.1860
Una, L. M. W., Beku, V. Y., Soro, V. M., & Laksana, D. N. L. (2023). Pendekatan layanan pendidikan bagi anak berkebutuhan khusus. Jurnal Pendidikan Inklusi Citra Bakti, 1(2), 148–158. https://doi.org/10.38048/jpicb.v1i2.2133
Zaenuri, Z., & Maemonah, M. (2022). Strategi mnemonic sebagai solusi untuk pengayaan kosa kata pada anak tunarungu di sekolah dasar. Jurnal Pendidikan Dasar.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
