Pembelajaran Bahasa Arab Inklusif Berbasis Digital Differentiation Bagi Siswa Berkebutuhan Khusus Di Sekolah Dasar Islam Terpadu
This study aims to describe the application of digitally differentiated Arabic language learning for students with special needs in the Integrated Islamic Elementary School at SDIT Darul Falah Sukoreo Ponorogo. It is a case study research involving seven students with special needs at SDIT Darul Falah. The data collection technique uses observation, in-depth interviews, and documentation. Meanwhile, data analysis is carried out by data reduction, data presentation, and conclusions drawn. The study results showed that Arabic at SDIT Darul Falah Sukorejo Ponorogo is a lesson within the framework of an informal curriculum that must be taught to regular students and students with special needs. Second, the Arabic learning methodology for students with special needs focuses on the self-esteem approach, which aims to increase student confidence, affecting Arabic's motivation and learning outcomes. Third, Digital Differentiated Arabic Language Learning for students with special needs uses more digital media such as audio-visual media, animated graphics, and educational and social media; this effort is carried out on the principle of second language learning (B2), which must involve the needs of students, especially students with special needs. Digitally differentiated Arabic learning has shown its effectiveness in improving the quality of learning. This digital media can help students with special needs to understand and interact with Arabic more easily. Teachers at SDIT must be trained to use the self-esteem approach and digital technology to learn Arabic. This is so teachers can effectively teach students with special needs.
Almakky, H. (2024). Integrating Translation and Web-Based Learning into Higher Education: Challenges, Self-Esteem, and the Quest for Academic Excellence among Arabic-Speaking Students. International Journal of Learning, Teaching and Educational Research, 23(6), 640–661. https://doi.org/10.26803/ijlter.23.6.30
Almujab, S. (2023). Pembelajaran Berdiferensiasi: Pendekatan Efektif dalam Menjawab Kebutuhan Diversitas Siswa. Oikos: Jurnal Kajian Pendidikan Ekonomi Dan Ilmu Ekonomi, 8(1).
Badilla-Quintana, M. G., Sepulveda-Valenzuela, E., & Salazar Arias, M. (2020). Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students With and Without Special Educational Needs. Sustainability, 12(19), 8116. https://doi.org/10.3390/su12198116
Basri, H., & Abdullah, A. (2024). Curriculum Integration Constructs in Integrated Islamic Elementary School. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), 79–99.
Brioua, N., Ahmad H. Osman, R., & Ahmed Mahmoud, A. R. (2022). Online Teaching Challenges: The Role of Created Audiovisual Aids In Teaching Arabic To Non-Arab Speakers At Schools. International Journal of Early Childhood Special Education (INT-JECSE), 14(03), Article 03.
Choustoulakis, E., Garas, C., & Paraskeva, F. (2025). Designing A Project-Based E-Learning Course For Enhancing English Language Learning, Participation, And Peer Collaboration Among Primary School Pupils. INTED Proceedings, 1, 6877–6887. https://doi.org/10.21125/inted.2025.1766
Dapa, A. N. (2024). Model Pembelajaran Diferensiasi Untuk Mahasiswa Berkebutuhan Khusus. Deepublish Digital.
D’Elia, P., Stalmach, A., Di Sano, S., & Casale, G. (2025). Strategies for Inclusive Digital Education: Problem/Project-Based Learning, Cooperative Learning, and Service Learning for Students with Special Educational Needs. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1447489
Educating Generation Z: Adapting Humanistic Teaching in Blended Learning Environment (with Philip, A.). (2024). Springer Nature Singapore. https://doi.org/10.1007/978-981-97-4507-4_54
Erlina, E., Hamid, M. A., Daroini, S., Hasanah, M., & Muassomah, M. (2025). ARCS (Attention, Relevance, Confidence, Satisfaction) Model as Extrinsic Motivation in Arabic Language Learning: Teachers’ Perspectives and Experiences. Arabiyatuna: Jurnal Bahasa Arab, 9(1), 267–288. https://doi.org/10.29240/jba.v9i1.10636
Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 2(3), 134–150. https://doi.org/10.59944/postaxial.v2i3.375
Hadi, A., Asrori, & Rusman. (2021). Penelitian Kualitatif Studi Fenomenologi, Case Study, Grounded Theory, Etnografi, Biografi (1st ed.). CV. Pena Persada.
Hamidah, H., Nuryaman, A. D., & Muhsinah, M. (2022). Pemanfaatan Gawai Oleh Guru Berlatar Belakang Non-PBA Dalam Pembelajaran bahasa Arab. Arabi : Journal of Arabic Studies, 7(1), 51–62. https://doi.org/10.24865/ajas.v7i1.426
Kolibu, D. R. (2023). Teogogy Nationalistic: An Interaction Model of Christian Religious Education in a Multicultural Society in the Digital Era. Al-Ishlah: Jurnal Pendidikan, 15(3), 4203–4215. https://doi.org/10.35445/alishlah.v15i3.4457
Meşe, E., & Mede, E. (2023). Using Digital Differentiation to Improve EFL Achievement and Self-regulation of Tertiary Learners: The Turkish Context. Innovation in Language Learning and Teaching, 17(2), 340–353. https://doi.org/10.1080/17501229.2022.2043872
mtsn8sleman.sch.id. (2024, September 16). Mendukung Pendidikan Anak Berkebutuhan Khusus untuk Keberhasilan Mereka. https://mtsn8sleman.sch.id/blog/mendukung-pendidikan-anak-berkebutuhan-khusus-untuk-keberhasilan-mereka?page&blog=mendukung-pendidikan-anak-berkebutuhan-khusus-untuk-keberhasilan-mereka&post_type=blog&name=mendukung-pendidikan-anak-berkebutuhan-khusus-untuk-keberhasilan-mereka
Nazhiroh, S. A., Jazeri, M., & Maunah, B. (2021). Pengembangan Multimedia Interaktif E-Komik dalam Meningkatkan Hasil Belajar Bahasa Jawa. Jurnal Ilmiah Profesi Pendidikan, 6(3), 405–411. https://doi.org/10.29303/jipp.v6i3.193
Nuryana, Z., Xu, W., & Lu, S. (2023). Developing Self-esteem-based Curriculum as a Foundation for Sustainable Education: A Systematic Literature Review and Bibliometric Analysis. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.957801
Paling, S., Fatqurhohman, Makmur, A., Yati, Albar, M., Susetyo, A. M., Putra, Y. W. S., Rajiman, W., Djamilah, S., Ratnadewi, Suhendi, H. Y., & Irvani, A. I. (2024). Media Pembelajaran Digital (1st ed.). Tohar Media.
Prystiananta, N. C., & Noviyanti, A. I. (2025). Enhancing EFL Instruction in Special Needs Education: Integrating Multimodal Digital Tools and Deep Learning Strategies. Voices of English Language Education Society, 9(1), 96–108. https://doi.org/10.29408/veles.v9i1.29411
Qorib, M. (2024). Analysis the Impact of Differentiated Instruction on Critical Diversity Literacy in Inclusive Education. Aksaqila International Humanities and Social Sciences [AIHSS] Journal, 3(1). https://doi.org/10.30596/aihss.v3i1.502
Roberts, J. L., & Inman, T. F. (2022). Strategies for Differentiating Instruction: Best Practices for the Classroom (4th ed.). Routledge. https://doi.org/10.4324/9781003330561
Shaeffer, S. (2019). Inclusive Education: A Prerequisite For Equity And Social Justice. Asia Pacific Education Review, 20(2), 181–192. https://doi.org/10.1007/s12564-019-09598-w
Umam, M. K., Arifah, Z., & Fatkhurrokhman, R. (2025). Transformasi Pembelajaran Bahasa Arab melalui Teknologi Digital dalam Pendidikan Islam. Educatia: Jurnal Pendidikan Dan Agama Islam, 15(1), 1–22. https://doi.org/10.69879/ks4f8466
Vaithianathan, V., Subbulakshmi, N., Boopathi, S., & Mohanraj, M. (2024). Integrating Project-Based and Skills-Based Learning for Enhanced Student Engagement and Success: Transforming Higher Education. In Adaptive Learning Technologies for Higher Education (pp. 345–372). IGI Global. https://www.igi-global.com/chapter/integrating-project-based-and-skills-based-learning-for-enhanced-student-engagement-and-success/353032
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
© 2025 Abu Abas
