Strategi Menghafal Surat Pendek Al-Qur'an Pada Anak Berkebutuhan Khusus di SLB AISYIYAH SA’ADAH

Abstract

Children with special needs require learning strategies that are adapted to their abilities and characteristics, including in memorizing short chapters of the Qur'an. This study aimed to describe the teacher's strategies in guiding a child with special needs to memorize short chapters of the Qur'an at SLB Aisyiyah Sa'adah and to identify the supporting and inhibiting factors in the learning process. This study employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings showed that the teacher applied the talqin method by reciting verses first, followed by the child repeating them several times. The teacher also set memorization targets according to the child's abilities, conducted continuous evaluations, and provided direct guidance throughout the learning process. These strategies enabled Fira to memorize short chapters of the Qur'an, Asmaul Husna, daily prayers, and short hadiths. The learning process was further supported by Fira's routine participation in Qur'an recitation activities at a local TPQ and by communication between the teacher and her guardian. However, low learning motivation and easily distracted attention remained challenges during the memorization process. The study concludes that learning strategies tailored to the child's needs, combined with teacher guidance and family support, play an important role in improving Qur'an memorization skills in children with special needs.