Jurnal Tarbaw.
Volume 10 No 02 2.
p-ISSN : 2527-4082, e-ISSN : 2622-920X| 308 Volume 10 No.
Juli Ae Desember 2025 p-ISSN : 2527-4082, e-ISSN : 2622-920X INNOVATION IN QURAN MEMORIZATION LEARNING FOR DEAF CHILDREN:
AN INCLUSIVE APPROACH
Furqan1.
Andi Nur Insani2.
Mukhlishin3.
Muhammad Iksan4.
Bohari Muslim5 Universitas Muhammadiyah Mamuju.
furqandaeng@gmail.
Universitas Muhammadiyah Mamuju.
andiinsani95@gmail.
Universitas Muhammadiyah Mataram mukhlishin@ummat.
Universitas Muhammadiyah Mamuju immawaniksan@gmail.
Universitas Muhammadiyah Mamuju.
boharimuslim80@gmail.
Abstract This study is motivated by the limited availability of adaptive methods for Qur'anic tahfiz .
for deaf children, particularly in regions with constrained resources such as West Sulawesi.
The objective of this research is to evaluate the effectiveness and describe the implementation of the Abata Method, an innovative approach integrating phonetic visualization, tactile vibration, and hand gestures, in enhancing the memorization ability of Surah Al-Fatihah among deaf children.
This study employs a descriptive qualitative method, conducted at the SLB Negeri Pembina Provinsi Sulawesi Barat (State Special Needs School.
Mentor of West Sulawesi Provinc.
Participants consisted of 10 deaf students, 3 tahfiz teachers, 1 school principal, and 5 parents/guardians, selected purposively.
Data were collected through participatory observation, in-depth interviews, and documentation studies, and were subsequently analyzed using the interactive model by Miles and Huberman .
ata reduction, data display, and conclusion drawing/verificatio.
Key findings indicate that: .
the method's implementation followed five systematic stages .
re-articulation to family-based murojaAoah or revie.
observable improvements occurred in the accuracy of Hijaiyah letter articulation and the fluency of hand gesture sequences for the majority of students.
the main supporting factors were the multisensory nature of the method and teacher competency, while the primary constraints were fluctuations in student concentration and limited access to therapists.
The conclusion/implication of this study is that the Abata Method proves to be a viable alternative as an inclusive pedagogical tool.
These findings imply the necessity for developing specific Standard Operating Procedures (SOP), school-family partnership packages, and collaboration schemes with health professionals to strengthen the inclusive Islamic Religious Education (PAI) curriculum in Indonesia.
Jurnal Tarbaw.
Volume 10 No 02 2.
p-ISSN : 2527-4082, e-ISSN : 2622-920X| 309 Keywords: Abata Method, deaf, inclusive education.
QurAoanic tahfiz, phonetic visualization INOVASI DALAM PEMBELAJARAN MENGHAFAL AL-QURAN UNTUK ANAKANAK TUNARUNGGU: PENDEKATAN INKLUSIF Abstrak Penelitian ini dilatarbelakangi oleh terbatasnya metode pembelajaran tahfiz Al-QurAoan yang adaptif bagi anak tunarungu, khususnya di daerah dengan sumber daya terbatas seperti Sulawesi Barat.
Tujuan penelitian ini adalah untuk mengevaluasi efektivitas dan mendeskripsikan implementasi Metode Abata sebuah pendekatan inovatif yang mengintegrasikan visual fonetik, getaran taktil, dan isyarat tangan dalam meningkatkan kemampuan menghafal Surah Al-Fatihah pada anak tunarungu.
Penelitian ini menggunakan metode kualitatif deskriptif yang dilaksanakan di SLB Negeri Pembina Provinsi Sulawesi Barat.
Partisipan terdiri dari 10 siswa tunarungu, 3 guru tahfiz, 1 kepala sekolah, dan 5 orang tua/wali, yang dipilih secara purposive.
Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi, kemudian dianalisis dengan model interaktif Miles dan Huberman .
eduksi, penyajian, dan penarikan kesimpula.
Hasil kunci penelitian menunjukkan bahwa: .
implementasi metode berjalan melalui lima tahap sistematis .
ra-artikulasi hingga murojaAoah keluarg.
terjadi peningkatan yang teramati dalam akurasi artikulasi huruf Hijaiyah dan kelancaran urutan isyarat tangan pada mayoritas siswa.
faktor pendukung utama adalah multisensorialitas metode dan kompetensi guru, sedangkan penghambat utamanya adalah fluktuasi konsentrasi siswa dan keterbatasan akses terapis.
Kesimpulan/implikasi dari penelitian ini adalah bahwa Metode Abata terbukti layak sebagai alternatif pedagogis inklusif.
Temuan ini mengimplikasikan perlunya pengembangan Standar Operasional Prosedur (SOP) khusus, paket kemitraan sekolah-keluarga, dan skema kolaborasi dengan tenaga kesehatan untuk memperkuat kurikulum Pendidikan Agama Islam (PAI) inklusif di Indonesia.
Keyword: Metode Abata.
Tunarungu.
Pendidikan Inklusif.
Tahfiz Al-QurAoan.
Visual Fonet the Ministry of Social Affairs' Disability INTRODUCTION Management Information System, 03% of persons with essence, are created by Allah Indonesia Ta'ala in the best of forms.
impairments (Supena & Iskandar, 2.
However.
Allah Ta'ala demonstrates His First glance, individuals with hearing power by creating humans with distinct impairments may appear similar to others without physical abnormalities, having the dignity, among them are children with special In Indonesia, according to the latest data, the number of persons with disabilities impairment of their bodily functions makes has reached 16.
5 million.
One of the most them different in terms of social interaction commonly encountered disabilities is hearing activities (Efendi & Inayati, 2.
Children impairment in children.
Based on data from with hearing impairments require assistance However.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 310 that is not merely material, such as money, limiting their access to hearing aids and clothes, toys, or other items.
They need more innovative learning tools.
Furthermore, a specific support of a spiritual nature, study by Zulfikar et al.
in the Journal encompassing education, encouragement, of Islamic Inclusive Education found that only 12% of special needs schools in providing them with education, uplifting Indonesia have a structured Qur'an learning support, motivation, and genuine care, it is curriculum for deaf children.
This urgent hoped that efforts to educate and guide deaf problem highlights the critical need for children can progress.
This can inspire them methodological innovation, such as the Abata to optimize and maximize their potential, enabling them to contribute meaningfullyAi techniques as an alternative for inclusive not only for themselves but also for their Qur'anic education.
environment and society at large.
To develop Conventional methods like lip-reading their potential, focused attention, specialized and sign language have proven less effective handling, and dedicated mentoring are for Qur'an memorization, especially for required from other parties capable of guiding and educating them effectively and (Wahyuni, 2.
While global multisensory approaches (Smith & Lee, 2.
have In this context, memorizing the Qur'an is demonstrated success in improving memory a vital component of Islamic education, as it retention, their application in religious not only nurtures spirituality but also education remains limited.
Research by Nurhidayah & Febriana .
underscores (Kamba, 2.
However, deaf children the potential of visual-tactile media, such as particularly in underdeveloped regions such Hijaiyah cards.
However, infrastructure as West SulawesiAiface complex challenges limitations in rural areas hinder the adoption due to a lack of adaptive learning methods.
of more advanced assistive technologies Data from the Sekolah Luar Biasa (SLB) (Nurhayati et al.
, 2.
The Abata Method Negeri Pembina Provinsi Sulawesi Barat emerges as an innovative solution by .
reveals that 65% of deaf students integrating: lip vibration techniques, hand come from low-income families, severely locally-sourced Jurnal Tarbaw.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 311 method in Qur'anic tahfiz .
heightened tactile sensitivity of deaf children learning for deaf children (Anggito & to sound vibrations, allowing them to "feel" Setiawan, 2.
This approach was chosen the pronunciation of Hijaiyah letters through to understand the process, challenges, and touch on both the teacher's neck and cheeks meanings from the perspectives of direct actors in the field.
This talaqqi sessions (Al-Husna & Research Design and Location Rahman, 2.
This research aims to evaluate the The research was conducted at SLB effectiveness of the Abata method in Negeri Pembina Provinsi Sulawesi Barat (State Special Needs School.
Mentor of West Qur'anic chapters (Surah Al-Fatiha.
among Sulawesi Provinc.
, a special education deaf children.
Through collaboration with institution that has implemented the Abata teachers and parents, learning modules were This location was selected based on developed using tactile wooden Hijaiyah the consideration that the school is the boards and audiovisual recordings optimized for low frequencies.
The target is for 85% of interactions occur.
students to achieve memorization accuracy Participants and Sampling Technique above 70% within two months, in line with Research participants were selected using a purposive sampling technique with specific context-based inclusive education.
This criteria to ensure depth and relevance of innovation not only addresses technical Participants consisted of:
UNICEF
challenges but also contributes to enriching Tahfiz Teachers .
: Teachers Indonesia's inclusive education curriculum who have undergone training and and supports the Sustainable Development have actively taught using the Abata Goals (SDG.
in promoting equitable access method for at least 6 months.
to education.
METHODS
This research employed a descriptive qualitative method to document and analyze the phenomenon of implementing the Abata School Principal policy-maker .
: As Deaf Students .
: Students with Jurnal Tarbaw.
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perceptions of have participated in tahfiz learning student progress.
Interviews with using the Abata method for at least 1 Parents/Guardians .
: Of the in murojaAoah .
sessions at home.
with murojaAoah and observed changes in their children.
Documentation Study: Included analysis of Lesson Plans (RPP), video Data Collection Techniques student worksheets, and school- Data collection was conducted through three parent communication logs.
primary techniques to achieve triangulation:
Participant Observation: The researcher directly observed the individual talaqqi sessions.
Data Analysis Data were analyzed using the interactive model by Miles and Huberman (Emzir, 2.
, which includes:
Data Reduction: Raw data from The focus of observation notes, and documents were selected, included teacher-student interaction, focused, and simplified.
An example the use of tactile media, and student of initial coding activity:
The observation guide hand, place it on my cheek, synchronization of lip movements then repeatedly pronounce 'ba' and hand gestures, student focus so they feel the vibration.
duration, and the use of teaching aids.
(Interview G.
In-depth Quote: "I hold the student's Interviews: Conducted Initial Code: Direct Physical semi-structured with teachers, the Guidance Technique.
principal, and parents.
The interview Data Display: The reduced data were guide for teachers covered themes: .
displayed in the form of matrices, the procedures for implementing the tables, and descriptive narratives to Abata method, .
difficulties and Jurnal Tarbaw.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 313 For example, a table Member Check: Preliminary linking Challenge Categories .
analysis results were discussed again Concentration with participants to obtain Fluctuatio.
Data Evidence (Observation: S5 often confirmation and corrections.
looks out the window after 10 Audit Trail: The decision-making minute.
, and Emerging Mitigation process during the research was Strategies (Teacher: "I change it into documented in detail to allow for a hand gesture guessing game").
Conclusion Research ethics were fulfilled Drawing/Verification: Themes through: obtaining written permission emerging from the data display were from the school and informed consent verified and interpreted to answer the from parents/guardians, as well as Initial guaranteeing anonymity by using codes such as G1.
G2 (Teache.
S1.
S2 through member checks with several (Studen.
, and OT1.
OT2 (Paren.
in reporting the results.
FINDINGS AND
Validity and Research Ethics DISCUSSION Data validity was ensured through:
The implementation of the Abata method Source and Technique took place in five systematic stages designed Triangulation: Confirming to build phonological understanding and information from teachers, students, motor memory.
The details of each stage and and parents using observation, its empirical evidence are presented in Table interview, and documentation Table 1.
Stages.
Activities, and Evidence of Abata Method Implementation Stage Pre-Articulation Activity Description Introduction to the concept of sound through vibration sensation on body parts .
eck, cheek.
Field Verification (Verbatim Quot.
Students touch the "We ask the child to place teacher's neck during the their hand on my cheek to pronunciation of 'feel' the vibration when emphatic letters .
uch as pronouncing 'ba'.
" (G1,
'ghain').
A bottle filled 12/08/2.
with rice is shaken to Evidence Example Jurnal Tarbaw.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 314 Letter Phonetic Visualization Lip and Gesture Synchronization Repetitive Practice with Tactile Media Muroja'ah (Revie.
with Family Support Presentation of visual mouth shapes .
combined with a unique hand gesture for each Hijaiyah letter.
Practice imitating the teacher's lip visually while displaying the hand gesture.
Memory through tactile media to engage the sense of touch and form Integration of parents in the home-based review process with structured simulate sound The letter 'ba' is taught with a demonstration:
lips closed Ie open breath, accompanied by a gesture of four fingers placed on the chin moving forward.
Use of a small mirror so students can correct their own lip shape and hand gestures.
Repetition per letter up to hundreds of times.
"Explanation of the letter 'ba': lips closed exhale four-finger gesture on the " (G2, 15/08/2.
"I saw him (S.
in front of the mirror, his eyes intensely focused on his own lips, his hand trying to follow my " (Observation, 18/08/2.
Use of wooden boards with carved Hijaiyah students trace the letter grooves with their fingers while "They remember better through fingertip touch.
Begu holds the letter on the board and immediately knows its hand gesture " (G1, 20/08/2.
Daily muroja'ah sheets containing hand gesture symbols and images of lip positions for each memorized verse.
"I .
arent of S.
was given a sheet with gesture I hold it, watch my child recite, and can correct them if it's " (Parent Interview, 22/08/2.
Supporting Factors.
Constraints, and Mitigation Strategies The implementation of this method was influenced by a number of contextual factors.
Collaboratively developed mitigation strategies successfully addressed several key constraints.
analysis of these factors is presented in Table 2.
Table 2.
Analysis of Supporting Factors.
Constraints, and Mitigation Strategies Category Supporting Factor Engaging and Multisensory Method.
Impact on Learning Increases student engagement and focus Mitigation Strategy Applied Rotating activities .
isual, tactile, kinestheti.
every 5-7 minutes within a session.
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Teacher Competency and Commitment.
Fluctuations in Student Mood Concentration.
Limited Access to Speech Therapists.
Constraint Speeds adoption of new gesture patterns and fosters intrinsic motivation.
Enables improvisation and learning differentiation based on individual student Causes inconsistency in output and difficulty achieving session targets.
Difficulty addressing complex, specific articulation problems.
Providing non-verbal positive reinforcement .
tickers, visual applause, happy facial Periodic sharing sessions among teachers to exchange techniques and solutions.
Implementing short, intensive practice schedules .
-15 minute.
with high frequency .
-4 times/wee.
Collaboration with local health center (Puskesma.
personnel for basic teacher training and a simple referral scheme.
These findings reinforce the proposition Conceptual Model of Memorization Retention rooted in its ability to perform modality Based on the analysis of the findings, a conceptual model was formulated to explain the mechanism of the Abata Method in building memorization retention (Figure .
This model shows that the integration of stimulation forms the cognitive foundation.
This foundation then enhances articulatory fluency and verse reading accuracy, which is that the effectiveness of the Abata Method is based muroja'ah .
It is this continuous cycle that ultimately crystallizes long-term memorization retention.
Effectiveness of the Abata Method within an Inclusive Learning Theory Framework (Lundeto, transferring the representation of auditory phonemes into coherent visual-kinesthetictactile information packets.
This process aligns with the principle of multisensory learning, which asserts that simultaneous stimulation of several sensory channels strengthens memory encoding and recall (Smith and Lee, 2.
By bypassing the need for auditory processing and replacing it with visual cues .
honetic visualizatio.
and motor memory, the Abata Method reduces cognitive load and forms alternative neurological pathways (Nurritta, 2.
The quote from G1 regarding a student who "remembers better Jurnal Tarbaw.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 316 formation of strong tactile associations, a demonstrate the adaptability of the Abata crucial compensatory mechanism for deaf Method in resource-limited conditions.
Comparison and Contextualization of Islamic Religious Education (PAI) Findings The findings regarding the importance of tactile and visual media are consistent with research by Nurhidayah and Febriana .
, which revealed the potential of visual-tactile media in Qur'anic learning.
However, this research goes further by integrating them into a systematic method that includes articulation and family involvement, an aspect still limited in previous studies.
While Efendi & Inayati .
highlight the importance of sociospiritual support, the implementation of the Abata Method operational form of that support through school-family partnerships.
On the other hand, the study by Wahyuni .
, which conventional lip reading, finds an answer in the Abata approach, where lip reading is confirmation, making it more accurate and Practical Implications for Inclusive Differences in context .
esantren vs.
SLB)
and technological availability do not diminish the essence of the findings.
instead, they Based Standard Operating Procedure (SOP) Special Needs Schools (SLB): Ideal learning sessions should last 10-15 minutes with a fixed sequence: .
vibration sensory warmup .
, .
introduction of 1-2 letters with phonetic visualization .
, .
repetitive practice with tactile media .
, .
gesture review .
Achievement indicators should focus on gesture accuracy and consistency of lip shape.
SchoolAeParent Partnership Package (Home-School Partnershi.
: A comprehensive guidance package is needed, consisting of: .
a visually formatted Daily Muroja'ah Sheet with a checklist column, .
a Short Video Tutorial for parents to practice how to feel vibrations, and .
a simple Communication Log Book.
Referral Scheme Collaboration: Schools Network Jurnal Tarbaw.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 317 establish an internal referral protocol competence in improvisation.
Meanwhile, the to identify students requiring intensive main constraining factors include fluctuations articulation support and to build in student concentration and mood, as well as limited access to speech therapists and resources for media development.
Several (Puskesma.
or speech therapists for mitigation strategies, such as short-periodic periodic consultations and capacity practice sessions, parent coaching, and building for inclusive PAI teachers.
CONCLUSION
Based on the research results and discussion, the following conclusions can be proved capable of reducing the impact of these constraints.
Thirdly (RQ.
, this research provides Firstly (RQ.
, the implementation of the Abata method for deaf students at SLB inclusive Islamic Religious Education (PAI).
Negeri Pembina consists of five sequential namely: .
the need for Standard Operating and systematic stages: .
pre-articulation Procedures (SOP) containing non-auditory through the introduction of sound vibrations, .
learning the visual phonetics of each achievement indicators.
the importance of Hijaiyah letter with specific hand gestures, .
synchronization of lip movements and hand package consisting of visual guides and gestures, .
repetitive practice with tactile structured muroja'ah sheets.
the need media, and .
memorization reinforcement for a referral scheme and collaboration with through family-based muroja'ah.
These stages professionals for more holistic support.
successfully transformed the concept of Limitations and Suggestions for Future auditory phonetics into a multimodal visual.
Research kinesthetic, and tactile experience.
Secondly (RQ.
, the main factors school-parent This research has several limitations, namely its scope being limited to one study supporting the effectiveness of this method
(SLB
Negeri Pembin.
, are the appeal of the multisensory approach, qualitative nature of the data limiting which increases student engagement.
generalizability, and external conditions such enthusiasm and positive response.
and teacher as access to therapists still posing a challenge.
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p-ISSN : 2527-4082, e-ISSN : 2622-920X| 318 For future research, it is recommended to: .
conduct a small-scale controlled trial .
uasi- longitudinal evaluation to test the durability of experimen.
to measure the comparative memorization and the long-term impact of this effectiveness of the Abata method.
adopt a method on the religious literacy development mixed-methods and self-confidence of deaf students.
memorization retention both quantitatively REFERENCES