Learning Patterns of Deaf Students in Islamic Religious Studies

Abstract

This research is intended to learning patterns of deaf students in Islamic Religious Studies (IRS) class at the elementary school level, determine the preparation of students, and identify the factors that support and hinder the learning process. The methods used in this research is qualitative, with a case study approach. Data was collected using the interview and documentation approaches. Data analysis involved content analysis. The study finds that deaf students follow traditional learning patterns, in which teachers are equipped with materials, tools, and media that can be used to convey abstract ideas. In such a learning pattern, teachers play the most important role in determining content and methods to enable students to follow the lessons. Factors supporting the learning process include parent concern and teacher cooperation. A major factor hindering the learning process, meanwhile, is students' limited linguistic abilities, as a result of which they have difficulty understanding the lessons.