TRANSFORMATION OF RELIGIOUS LEARNING FOR THE DEAF AND SENSORY DISABLED IN THE REALIZATION OF INCLUSIVE SOCIAL CHANGE

Eka Desi Susanti, Dewi Fitriyanti Sulistyaningrum

Abstract

This research examines the transformation of religious learning for deaf people through the Deaf Recitation Movement initiated by PPA Darul Qur'an. This research aims to analyse four main aspects: the religious learning methods and curriculum applied, the challenges faced in the learning process, the social impact of this learning approach, and social reflection and comparison of inclusive education contexts in other countries. This research emphasises the importance of empowerment programs to provide equal access to religious education for people with disabilities, especially deaf people. The research results show that the Deaf Recitation Movement program has impacted inclusive social change. Even though it is faced with challenges, this program can increase independence and religiousness for people with disabilities

Keywords

Religious Transformation; Disability Empowerment; Sign Language

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References

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Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107–120.
https://newleftreview.org/issues/ii3/articles/nancy-fraser-rethinking-recognition

Fraser, N. (2003). Social justice in the age of identity politics: Redistribution, recognition, and participation. In Fraser, N., & Honneth, A. (Eds.), Redistribution or Recognition? A Political-Philosophical Exchange (pp. 7–109). Verso.

Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world. Columbia University Press.

Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Prentice-Hall.

Hikmah, B. (2024). Pembelajaran aksesibilitas pendidikan agama Islam (PAI) bagi anak berkebutuhan khusus. JIE (Journal of Islamic Education), 9(1), 69–86. https://doi.org/10.52615/jie.v9i1.333

Husna, S., Fuad, B., Muhammad, A., & Thohari, S. (2018). Fiqih penguatan penyandang disabilitas. Jakarta Pusat: Lembaga Bahtsul Masail PBNU.

Idris, S. M., & Ahmad, R. (2021). Implementasi Pendidikan Inklusif di Komunitas Disabilitas. Jurnal Ilmu Pendidikan, 27(2), 130–142.
https://ejournal.upi.edu/index.php/JIP/article/view/41187

Ismail, N., & Permana, Y. (2021). Pendidikan Agama Islam Bagi Penyandang Disabilitas Rungu Wicara. At-Tajdid: Jurnal Pendidikan dan Pemikiran Islam, 5(2), 123–136.
https://doi.org/10.24127/att.v5i2.1651

Khairuddin. (2020). Pendidikan inklusif di lembaga pendidikan. Jurnal Tazkiya, 9(1), 82–102.

Kurniawan. (2014). Implementasi kebijakan sekolah dasar inklusi. Edukasi Islami: Jurnal Pendidikan Islam, 3(1), July.

Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, 363–385. https://doi.org/10.1146/annurev.soc.27.1.363

Muammar, F. R., & Idris, T. (2024). Moderasi beragama santri melalui penguatan nilai pendidikan humanistik pada Dayah Salafiyah. Journal on Education, 7(1), 184–201. https://doi.org/10.31004/joe.v7i1.6516

Narayan, D. (2002). Empowerment and poverty reduction: A sourcebook. World Bank Publications. https://openknowledge.worldbank.org/handle/10986/15239

Nugroho, H. A. (2022). Islam, Disabilitas, dan Inklusivitas: Telaah Pendidikan Islam Berbasis Hak Asasi Manusia. Jurnal Pendidikan Islam, 11(1), 1–20.
https://doi.org/10.14421/jpi.2022.111.1-20

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