Membangun Pemahaman Nilai Islam pada ABK (Anak Berkebutuhan Khusus) Kelas 4 Melalui Pembelajaran Inklusif dan Pendampingan Guru di SD Fransiskus Bukittinggi

Abstract

Inclusive education guarantees the learning rights of children with special needs, including their understanding of Islamic values in public schools. This study aims to analyze the effectiveness of inclusive learning and the role of teacher mentoring in instilling Islamic values in children with special needs at SD Fransiskus Bukittinggi Elementary School. A qualitative case study method was employed, with data collected through observation, in-depth interviews, and documentation. Participants included teachers, children with special needs students, and parents. The results indicate that contextual learning strategies—such as storytelling, simulations, and integrating Islamic values into various subjects—effectively enhance children with special needs understanding. Collaboration among teachers, peers, and parents fosters an inclusive learning environment that supports the internalization of honesty, compassion, and responsibility. The main challenge of limited teacher time was addressed through differentiated approaches and support from shadow teachers. The study concludes that intensive mentoring, adaptive methods, and teacher exemplification are crucial in building children with special needss understanding of Islamic values. Recommendations include teacher training, development of children with special needs -friendly media, and supportive policies for sustaining Islamic value-based inclusive education.