Inclusive education: A study of the method and implementation of Qur’anic learning for disabled santri at Pondok Pesantren Sabilillah Probolinggo (sertifikat hak cipta)

This study explores the method and implementation of Qur’anic learning for disabled santri within the framework of inclusive education at Pondok Pesantren Sabilillah Probolinggo. The research aims: 1. to describes the curriculum, methods, and adaptive strategies for the Qur'anic learning designed and implemented for students with disabilities at Pondok Pesantren Sabilillah in Probolinggo, 2. to analyzing the impact of the implementation of the curriculum, methods, and adaptive strategies for the Qur'anic learning on empowering academic potential and forming the spiritual identity of students with disabilities at Pondok Pesantren Sabilillah in Probolinggo, and 3. to analyzing the supporting factors that hinder the success of inclusive education at the Pondok Pesantren Sabilillah in Probolinggo. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving teachers, santri, and pesantren administrators. The findings reveal that: 1. Pondok Pesantren Sabilillah has successfully implemented an inclusive education curriculum model that combines a modern pedagogical approach with Islamic spiritual values. The implementation of the ABASA (Quran for Special Children) method represents a strategic innovation in Quranic learning methods. Braille Raba and Visual Braille are concrete evidence that the Islamic boarding school not only adapts materials but also creates innovative educational aids, 2. The impact of inclusive learning implementation at Sabilillah occurs through three flexible models: special classes, semi-regular classes, and full regular classes. The learning strategies such as the use of letter narratives in Kampung Hijaiyah demonstrate that the Islamic boarding school is developing innovations based on specific needs, particularly for students with dyslexia or autism. 3. The main challenges include a lack of regulatory support, limited funding, uneven distribution of teacher training, and dependence on the central figure who founded the program. The absence of government policy regarding the inclusive curriculum in Islamic boarding schools is a macro-obstacle that must be addressed immediately if this model is to be replicated nationally. The study concludes that inclusive Qur’anic learning at Pondok Pesantren Sabilillah not only enhances students’ religious understanding but also strengthens social inclusion and spiritual well-being among disabled santri. This model reflects the Islamic principles of mercy (rahmah) and equality, demonstrating that pesantren can serve as inclusive religious education institutions in Indonesia.