Humanizing Islamic Education for Autistic Children: A Case Study at State Special Schools

Ria Maharani; Martin Kustati; Nana Sepriyanti; Arsanur Rahman

doi:10.62448/bujie.v4i1.600

Authors

Ria Maharani Institut Islam Ma'arif Jambi, Indonesia
Martin Kustati Universitas Islam Negeri Imam Bonjol Padang, Indonesia
Nana Sepriyanti Universitas Islam Negeri Imam Bonjol Padang, Indonesia
Arsanur Rahman Institut Agama Islam Abuya Salek Sarolangun Jambi, Indonesia

DOI:

https://doi.org/10.62448/bujie.v4i1.600

Keywords:

Humanizing Islamic Education, Autism Spectrum Disorder, Inclusive Education, Islamic Religious Education, Special Schools

Abstract

This study investigates the implementation of humanizing Islamic education for autistic children at Sri Soedewi Masjchun Sofwan State Special School. The study was motivated by the tendency of Islamic Religious Education to prioritize cognitive achievement while overlooking students emotional and psychological needs. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation involving Islamic education teachers, assistant teachers, and parents of autistic students. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing. The findings indicate that humanizing Islamic education was implemented through compassionate interaction, adaptive communication, emotional sensitivity, visual instruction, and repetitive learning strategies. Emotional comfort emerged as a prerequisite for students engagement in religious learning activities. Environmental and physiological factors, including dietary patterns, also influenced students concentration and classroom behavior. Despite these challenges, autistic students were able to participate in prayer practice, Qur’anic recitation, and religious habituation through patient guidance and collaboration between teachers and parents. This study is limited to one state special school and may not represent other inclusive educational settings

Downloads

Download data is not yet available.

References

Adiyono, A., Rahmawati, R., & Sulistiawati, S. (2025). Inclusive pedagogical strategies implemented by Islamic education teachers in heterogeneous classrooms. International Journal on Multidisciplinary and Applied Research, 1(2), 1–19. https://doi.org/10.63236/ijmar.1.2.2

Armstrong, D., Armstrong, A. C., & Spandagou, I. (2016). Inclusive education: International policy and practice. SAGE Open, 6(1), 1–12. https://doi.org/10.1177/2158244015623595

Aryani, W. D., Dermawan, O., Kayadibi, S., & Sain, Z. H. (2025). Inclusive Education Management: A Systematic Review of Practices, Challenges, and Solutions in Educational Institutions. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 10(3), 853–866. https://doi.org/10.31538/ndhq.v10i3.285

Association, A. P. (2022). Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). American Psychiatric Publishing.

Blacher, J., Baker, B. L., & Moody, C. T. (2022). Autism spectrum disorder versus intellectual disability. In Differential Diagnosis of Autism Spectrum Disorder. Oxford University Press.

Creswell, J. W., & Poth, C. N. (2021). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (2021). The Sage Handbook of Qualitative Research. Sage Publications.

Fahrurrosi, L., Marzuki, N. B., Husni, M., & Kamilia, Z. (2025). Management Model of Inclusive Education in Indonesia: A Comprehensive Review of Islamic Education Perspectives. Thawalib: Jurnal Kependidikan Islam, 6(2), 349–362. https://doi.org/10.54150/thawalib.v6i2.752

Hamdani, M., Amin, S. J., & St Aminah, R. (2025). Development of Multisensory Media in Islamic Religious Education at SLBN 1 Parepare. Didaktika: Jurnal Kependidikan, 19(02), 215–230. https://doi.org/10.30863/didaktika.v19i02.11076

Hasanah, I. A., & Sukiman. (2025). Pendekatan Humanistik dalam Kurikulum Merdeka: Strategi Penguatan Pembelajaran Inklusif dan Berdiferensiasi di Madrasah Ibtidaiyah. Pedagogik Journal of Islamic Elementary School, 8(2), 233–247. https://doi.org/10.24256/pijies.v8i2.7518

Joseph, S. (2021). How Humanistic Is Positive Psychology? Lessons From Carl Rogers’ Person-Centered Approach. Frontiers in Psychology, 12, 709789. https://doi.org/10.3389/fpsyg.2021.709789

Lane, K. L., & Menzies, H. M. (2014). Classroom management for inclusive settings. In Handbook of classroom management (pp. 205–219). Routledge. https://doi.org/10.4324/9780203074114

Li, Y., Ding, G., & Zhang, C. (2021). Effects of Learner-Centered Education on Academic Achievement: A Meta-Analysis. Educational Studies, 50(3), 285–298. https://doi.org/10.1080/03055698.2021.1940874

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (4 (ed.)). SAGE Publications.

Msonde, S. E. (2023). Revisiting the idea of learner-centered pedagogy: The theoretical perspective. Journal of Education, 203(2), 468–478. https://doi.org/10.1177/00220574211031970

Nurhasanah, S., Izzah, I. N., Ilahiya, N. F., & Aminuddin, M. (2025). Value-Based Islamic Education Management Model for Inclusive Education: A Case Study at Hayat School. JPI (Jurnal Pendidikan Inklusi), 9(1), 22–41. https://doi.org/10.26740/inklusi.v9n1.p22-41

Oyelana, O. O., Olson, J., & Caine, V. (2022). An Evolutionary Concept Analysis of Learner-Centered Teaching. Nurse Education Today, 108, 105187. https://doi.org/10.1016/j.nedt.2021.105187

Patton, M. Q. (2020). Evaluation use theory, practice, and future research: reflections on the Alkin and King AJE series. American Journal of Evaluation, 41(4), 581–602. https://doi.org/10.1177/1098214020919498

Patty, M. A., Prastowo, A., & Sahmat, S. D. R. (2024). Humanizing learning: Implementing the humanistic approach in inclusive Islamic education at SD Muhammadiyah Wringinanom Gresik. HEUTAGOGIA: Journal of Islamic Education, 4(1), 87–106. https://doi.org/10.14421/hjie.2024.41-07

Raharja, S. (2024). Islamic Education Learning to Develop Emotional Intelligence (EQ) for Students with Autism Spectrum Disorder (ASD). At-Tarbawi: Jurnal Kajian Kependidikan Islam, 9(2), 117–130. https://doi.org/10.22515/attarbawi.v9i2.10915

Rofiq, A. (2020). Visual and multisensory instructional media in Islamic religious education for students with special needs. Jurnal Pendidikan Khusus, 16(1), 33–48. https://doi.org/10.21831/jpk.v16i1.29877

Saggers, B., Hwang, Y. S., & Mercer, K. L. (2016). Your voice counts: Listening to the voice of high school students with autism spectrum disorder. Australasian Journal of Special Education, 40(2), 173–190. https://doi.org/10.1017/jse.2016.9

Schumacher, J., Raymaekers, R., & Didden, R. (2019). Spirituality and autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 6(3), 239–255. https://doi.org/10.1007/s40489-019-00163-0

Shurr, J., Minuk, A., Holmqvist, M., Östlund, D., Ghaith, N., & Reed, B. (2023). Parent perspectives on inclusive education for students with intellectual disability: A scoping review of the literature. International Journal of Developmental Disabilities, 69(5), 633–643. https://doi.org/10.1080/20473869.2021.2003612

Strogilos, V., & Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education, 35, 81–91. https://doi.org/10.1016/j.tate.2013.06.001

Syafei, I. (2021). Inclusive education policy implementation in Indonesian Islamic schools. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 5(2), 94–108. https://doi.org/10.33650/al-tanzim.v5i2.2104

Syaidah, K., Dawam, A., & Yunus, A. (2025). Technological Differentiation for Inclusive and Adaptive Islamic Education for Students with Disabilities. FITRAH: Jurnal Kajian Ilmu-Ilmu Keislaman, 11(2), 307–326. https://doi.org/10.24952/fitrah.v11i2.17243

Wahyudi, A., & Kristiawan, M. (2017). Inclusive school management in Indonesian Islamic educational institutions. International Journal of Educational Management and Innovation, 2(1), 44–57. https://doi.org/10.12928/ijemi.v2i1.765

Wardhani, M. K., & Khadavi, M. J. (2025). Forming Religious Character Through Habit: Inclusive Islamic Education for Students with Special Needs in a Special School Context. HEUTAGOGIA: Journal of Islamic Education, 5(1), 83–94. https://doi.org/10.14421/hjie.2025.51-07