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

Abstract

Humanistic Islamic education is a pedagogical paradigm that positions human beings as active subjects of learning, acknowledging their diversity and inherent potential. This approach is particularly relevant in the context of education for children with special needs (CSN), where acceptance, empathy, and respect for differences are essential. This study aims to analyze the implementation of humanistic Islamic education for children with special needs at Sekolah Alam Baturraden, focusing on the internalized values and instructional strategies applied by Islamic education teachers. The research employed a qualitative descriptive approach with a field research design and a case study method. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of humanistic Islamic education is reflected in teachers’ inclusive attitudes, nature-based experiential learning, and compassionate teacher–student interactions. Core Islamic values such as rahmah (compassion), ‘adl (justice), and karamah insaniyyah (human dignity) serve as ethical foundations for supporting CSN. The study concludes that humanistic Islamic education creates an adaptive and inclusive learning environment that aligns with human nature and spiritual growth.