Self-Transformation And Development Of Spiritual Attitude In Graduate Students Of Special Schools Through A Religious Approach

Abstract

Mentally retarded students are students who have mental and intellectual limitations, usually characterized by an IQ below the average for normal children, namely an IQ of 70 or below. This factor causes them to tend to have more difficulty understanding things and need a special approach in the learning process. So far various approaches have been taken to overcome the difficulties faced by students with intellectual disabilities, both psychological and sociological approaches. However, it is rare to find a religious approach; even though all of the tunagrahita students have their own religious backgrounds and their spiritual aspects are barely paid attention to. Likewise, teachers who develop the spiritual attitudes of mentally retarded students face their own challenges and obstacles because they have limitations both physically and intellectually. The research was conducted at SLB (Special School) Jantho City, Aceh Besar. This study tries to reveal the self-transformation and development of spiritual attitudes of tunagrahita students with a religious approach through learning fiqh (practice of Islamic law) in everyday life. This article is based on field research with qualitative-descriptive analysis. Data tracking in the field uses direct observation techniques, in-depth interviews and documentation. Data analysis refers to the Miles and Huberman model with the sequence of data collection, data presentation, data verification and conclusion drawing. The results of the research show that self-transformation and fostering spiritual attitudes of mentally retarded students is more meaningful by using a religious approach, namely understanding the procedures for worship, obedience to God's commands, increasing patience, living optimistically, diligently doing dhikr and praying and helping each other. In learning jurisprudence, teachers use various methods: lecture, demonstration, practice/familiarity, exemplary, question and answer, game, individual, kinesthetic, collaborative, contextual, and body language or gesture. Apart from that, spiritual attitude development is also carried out through extracurricular programs, such as holding congregational prayers, religious lectures, and reading Yasin verses every Friday morning and a "self-development" program to develop talents, social interaction and self-confidence.  It is hoped that the results of this research can be a reference for teachers who are tasked with teaching students with intellectual disabilities and for policy makers and observers of the education system for students with disabilities.