IMPLEMENTASI METODE ABJAD JARI DALAM MENGHAFAL AL-QUR’AN PADA SISWA SLB-B YAYASAN REHABILITAS TUNA RUNGU WICARA (YRTRW) SURAKARTA

Abstract

The main problem of memorizing the Qur'an in SLB-B YRTRW Surakarta students is the students' limitations in listening and speaking, in addition to the lack of knowledge about Islam which makes them pay less attention to memorizing the Qur'an. The use of the finger alphabet method in memorizing the Qur'an is one of the keys to solving the problem of memorizing the Qur'an in SLB-B YRTRW Surakarta students. This study aims to determine the implementation of the use of the finger alphabet method in memorizing the Qur'an in deaf children and to determine the supporting and inhibiting factors in memorizing the Qur'an. This type of research uses qualitative research by looking at the reality that occurs. The data collection method used in this research is the method of interview, observation, and documentation. This study uses the data analysis technique of the Miles and Huberman model which consists of three paths, namely data reduction, data presentation, and finally drawing conclusions or verification. Based on the data analysis, it can be concluded that the implementation of the finger alphabet method in memorizing the Qur'an in SLB-B YRTRW Surakarta students is a learning plan consisting of determining targets, time allocation, and learning methods. Next is the implementation of learning in the form of initial activities, core activities in which the finger alphabet method is applied, and final activities. The last is learning evaluation which aims to find out to what extent students can understand and follow learning. Supporting factors in memorizing the Qur'an for deaf students are teachers mastering the four teacher competencies, methods that are easy to understand, parental support, and a conducive environment. While the inhibiting factors in memorizing the Qur'an in deaf students are the different levels of hearing ability of deaf children, the lack of knowledge about Islam, especially memorizing the Qur'an, and the existence of students with multiple C disabilities who do not understand the finger alphabet.