HUMANIST ISLAMIC EDUCATION FOR CHILDREN WITH SPECIAL NEEDS AT SEKOLAH ALAM BATURRADEN

Abstract

Humanistic Islamic education offers a transformative paradigm that positions students as dignified subjects with diverse potential, needs, and learning experiences. This paradigm is particularly relevant for children with special needs, who require inclusive, empathetic, and adaptive educational practices. This study aims to analyze the implementation of humanistic Islamic education for children with special needs at Sekolah Alam Baturraden, focusing on the internalization of Islamic values and pedagogical strategies used by Islamic Religious Education teachers. Using a descriptive qualitative method with a field-based case study approach, data was collected through classroom observations, in-depth interviews, and documentation. The data were analyzed using the Miles and Huberman model, which consisted of data subtraction, data display, and conclusion visualization. These findings reveal that humanistic Islamic education is implemented through inclusive teacher attitudes, nature-based experiential learning, individualized mentoring, and loving interactions between teachers and students. Islamic values such as mercy , compassion, 'adl serve as an ethical foundation in supporting children with special needs. This study contributes to the science of Islamic education by showing that humanistic Islamic approaches can create adaptive, inclusive, and spiritually meaningful learning spaces that respect human diversity and nurture students according to their natural dispositions. This research contributes to the scientific development of inclusive Islamic education. The implications of this study confirm the importance of strengthening teacher competence, adaptive curriculum, and school culture that respects student diversity.