Model Konseptual Pembelajaran PAI Taktil-Auditori bagi Peserta Didik Disabilitas Netra: Kajian Pustaka Integratif

Aditiya Pratama Masyhuri; Mukh. Nursikin

doi:10.59698/afeksi.v7i1.1029

Authors

Aditiya Pratama Masyhuri Universitas Islam Negeri Salatiga, Indonesia
Mukh. Nursikin Universitas Islam Negeri Salatiga, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i1.1029

Keywords:

Disabilitas Netra, Pembelajaran Auditori, Pembelajaran Taktil, Pendidikan Agama Islam, Pedagogi Inklusif

Abstract

Pembelajaran Pendidikan Agama Islam (PAI) bagi peserta didik disabilitas netra memerlukan desain yang membuka akses terhadap pengetahuan, praktik ibadah, pengalaman spiritual, dan internalisasi akhlak tanpa bergantung pada informasi visual. Artikel ini bertujuan merumuskan model konseptual pembelajaran PAI taktil-auditori berdasarkan sintesis penelitian tentang PAI inklusif, pedagogi disabilitas netra, pembelajaran multisensori, Braille, teknologi bantu, dan Universal Design for Learning. Kajian menggunakan pendekatan pustaka integratif. Literatur ditelusuri melalui portal jurnal nasional dan internasional, DOAJ, PubMed/PMC, SpringerLink, ScienceDirect, Frontiers, dan Google Scholar; prioritas diberikan pada artikel ilmiah 2021–2026 yang dapat diakses melalui DOI atau laman penerbit, dengan beberapa sumber fondasional yang tetap dipertahankan. Sebanyak 34 artikel dianalisis melalui identifikasi konsep, pengodean tematik, perbandingan temuan, dan sintesis argumentatif. Hasil kajian menghasilkan lima komponen model: asesmen akses belajar; konkretisasi materi PAI; integrasi taktil-auditori; aktivitas, pembiasaan, dan refleksi; serta evaluasi holistik dan tindak lanjut yang ditopang kolaborasi ekosistem. Pendekatan taktil mengonkretkan bentuk, urutan, posisi, dan gerak, sedangkan pendekatan auditori memperjelas instruksi, bacaan, makna, dan refleksi. Integrasi keduanya mendukung akses kognitif, kemandirian ibadah, perkembangan afektif, dan partisipasi sosial. Model ini menawarkan kerangka operasional bagi guru PAI, tetapi masih memerlukan pengujian empiris pada sekolah khusus dan sekolah inklusif.

References

Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), Article 2218191. https://doi.org/10.1080/2331186X.2023.2218191

Amalia, S., Wahyudi, W. E., & Aprilianto, D. (2022). Strategi pembelajaran Pendidikan Agama Islam pada peserta didik berkebutuhan khusus. Jurnal Penelitian Pendidikan Islam, 10(2), 215–228. https://doi.org/10.36667/jppi.v10i2.705

Ardiansah, J. T., & Okazaki, Y. (2025). An interactive self-learning system using smartphone app and cards enabling Braille touch experience for blindness. British Journal of Visual Impairment, 43(3). https://doi.org/10.1177/02646196241261629

Arif, M., Hassan, H. B., Sakdiyah, N. H., & Umah, F. (2025). Implementation of Islamic Religious Education for children with special needs: A systematic literature review 2020–2025. Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman, 14(2). https://doi.org/10.54437/urwatulwutsqo.v14i2.2060

Bela, M. R. W. A. T., Rizqita, A. J., Putri, L. A., Sunardi, S., Aprilia, I. D., Sensus, A. I., Hernawati, T., & Putri, N. L. (2023). The impact of Islamic Religious Education learning on the awareness of prayer of visually impaired students in class IV in an inclusive elementary school. Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus, 23(1), 31–37. https://doi.org/10.17509/jassi.v23i1.66519

Chang, C.-H. S., Kuo, C.-C., Hou, H.-T., & Koe, J. J. Y. (2022). Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Computers in Human Behavior, 128, Article 107085. https://doi.org/10.1016/j.chb.2021.107085

Chit, S. M., Yap, K. M., & Ahmad, A. (2024). Multi-sensory learning framework for visually impaired learners: Use of 3D, haptic, audio, olfactory media. Multimedia Tools and Applications, 83, 81711–81723. https://doi.org/10.1007/s11042-024-18249-1

Due, B. L. (2024). The matter of math: Guiding the blind to touch the Pythagorean theorem. Learning, Culture and Social Interaction, 45, Article 100792. https://doi.org/10.1016/j.lcsi.2023.100792

Farhani, A., Lusia, E. N., Anggraini, H., & Royyan, M. (2025). Pendekatan Pendidikan Agama Islam bagi peserta didik tunagrahita di Sekolah Luar Biasa Ulaka Penca Jakarta Selatan. IHSAN: Jurnal Pendidikan Islam, 3(4), 926–933. https://doi.org/10.61104/ihsan.v3i4.1752

Fitriani, E., Ariyani, D., Kholis, N., Asrohah, H., Rahmania, E. W., & Bachtiyar, M. (2025). Innovative strategies for learning Islamic Religious Education for children with special needs: A systematic literature review. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 17(2), 1061–1076. https://doi.org/10.37680/qalamuna.v17i2.5353

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Ghoneim, R., Aljedaani, W., Bryce, R., Javed, Y., & Khan, Z. I. (2024). Why are other teachers more inclusive in online learning than us? Exploring challenges faced by teachers of blind and visually impaired students: A literature review. Computers, 13(10), Article 247. https://doi.org/10.3390/computers13100247

Gori, M., Campus, C., Signorini, S., Rivara, E., & Bremner, A. J. (2021). Multisensory spatial perception in visually impaired infants. Current Biology, 31(22), 5093–5101.e5. https://doi.org/10.1016/j.cub.2021.09.011

Hakiman, H., Sumardjoko, B., & Waston, W. (2021). Religious instruction for students with autism in an inclusive primary school. International Journal of Learning, Teaching and Educational Research, 20(12), 152–168. https://doi.org/10.26803/ijlter.20.12.9

Hamash, M., Ghreir, H., & Tiernan, P. (2024). Breaking through barriers: A systematic review of extended reality in education for the visually impaired. Education Sciences, 14(4), Article 365. https://doi.org/10.3390/educsci14040365

Husna, D., & Andini, A. (2023). Islamic Religious Education strategy for children with visual impairments. Tarbiyah: Jurnal Ilmiah Kependidikan, 12(1), 37–46. https://doi.org/10.18592/tarbiyah.v12i1.8908

Jaisyurohman, R. A., Wibawa, Z. T., Sari, L. I., & Alamsyah, D. (2021). Implementasi Pendidikan Agama Islam bagi siswa tunanetra. ALSYS: Jurnal Keislaman dan Ilmu Pendidikan, 1(1), 178–188. https://ejournal.yasin-alsys.org/alsys/article/view/31

Klingenberg, O. G., Holkesvik, A. H., Augestad, L. B., & Erdem, E. (2019). Research evidence for mathematics education for students with visual impairment: A systematic review. Cogent Education, 6(1), Article 1626322. https://doi.org/10.1080/2331186X.2019.1626322

Mahfud, C., Rohani, I., Nuryana, Z., Baihaqi, M., & Munawir. (2023). Islamic education for disabilities: New model for developing Islamic parenting in Integrated Blind Orphanage of Aisyiyah. Indonesian Journal of Islam and Muslim Societies, 13(1), 115–142. https://doi.org/10.18326/ijims.v13i1.115-142

Mascle, C., Jouffrais, C., Kaminski, G., & Bara, F. (2022). Displaying easily recognizable tactile pictures: A comparison of three illustration techniques with blind and sighted children. Journal of Applied Developmental Psychology, 78, Article 101364. https://doi.org/10.1016/j.appdev.2021.101364

Milde, N., Schmidt, D. C., Larsen, A., & Kessel, L. (2024). Which rehabilitation initiatives can effectively improve participation in an educational setting for visually impaired and blind adolescents? A systematic review. BMC Ophthalmology, 24(1), Article 10. https://doi.org/10.1186/s12886-023-03267-8

Mon, C. S., Yap, K. M., & Ahmad, A. (2021). Design, development, and evaluation of haptic- and olfactory-based application for visually impaired learners. Electronic Journal of e-Learning, 19(6), 614–628. https://academic-publishing.org/index.php/ejel/article/view/2525

Nuha, U. (2024). Strategi pembelajaran Pendidikan Agama Islam untuk peserta didik penyandang disabilitas sensorik netra di SLB Negeri Seduri–Mojokerto. Jurnal Intelek dan Cendikiawan Nusantara, 1(4), 5719–5726. https://jicnusantara.com/index.php/jicn/article/view/939

Paul, T., Di Rezze, B., Rosenbaum, P., Cahill, P., Jiang, A., Kim, E., & Campbell, W. (2022). Perspectives of children and youth with disabilities and special needs regarding their experiences in inclusive education: A meta-aggregative review. Frontiers in Education, 7, Article 864752. https://doi.org/10.3389/feduc.2022.864752

Phutane, M., Wright, J., Castro, B. V., Shi, L., Stern, S. R., Lawson, H. M., & Azenkot, S. (2022). Tactile materials in practice: Understanding the experiences of teachers of the visually impaired. ACM Transactions on Accessible Computing, 15(3), Article 17. https://doi.org/10.1145/3508364

Pires, A. C., Bakala, E., González-Perilli, F., Sansone, G., Fleischer, B., Marichal, S., & Guerreiro, T. (2022). Learning maths with a tangible user interface: Lessons learned through participatory design with children with visual impairments and their educators. International Journal of Child-Computer Interaction, 32, Article 100382. https://doi.org/10.1016/j.ijcci.2021.100382

Laurentino, T. G., Xavier, M., Ronco, F., Pina-Martins, F., Domingues, I., Penha, B., Dias, M., de Sousa, A. A., Carrilho, T., Rodrigues, L. R., Pinheiro, C., Rato, D., Balata, D., Ayala-Botto, G., Matos, M., Campelo, M., & Botelho, R. (2021). evALLution: Making basic evolution concepts accessible to people with visual impairment through a multisensory tree of life. Evolution: Education and Outreach, 14, Article 8. https://doi.org/10.1186/s12052-021-00143-1

Rosas, R., Espinoza, V., Martinez, C., & Santa-Cruz, C. (2023). The paradoxes of inclusion: Cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools. Frontiers in Education, 8, Article 1227178. https://doi.org/10.3389/feduc.2023.1227178

Sánchez, J., Reyes-Rojas, J., & Alé-Silva, J. (2024). What is known about assistive technologies in distance and digital education for learners with disabilities? Education Sciences, 14(6), Article 595. https://doi.org/10.3390/educsci14060595

Singh, J., & Suknunan, S. (2023). Universal design of instruction to enhance learning for university students with visual disabilities. African Journal of Disability, 12, Article a1156. https://doi.org/10.4102/ajod.v12i0.1156

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Walid, M., & Nadaa, F. Q. (2024). Implementasi strategi pembelajaran PAI menggunakan aplikasi Jieshuo pada anak berkebutuhan khusus tunanetra kelas 7 di Sekolah Luar Biasa Negeri 1 Kota Blitar. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 8(2). https://doi.org/10.35931/am.v8i2.3457

Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x

Yektyastuti, R., Sarwanto, & Rasmitadila. (2025). Learning science beyond sight: Conceptual engagement of elementary school students with visual impairment through hands-on activities. F1000Research, 14, Article 1271. https://doi.org/10.12688/f1000research.171534.1

Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Republik Indonesia. (2016). Undang-Undang Republik Indonesia Nomor 8 Tahun 2016 tentang Penyandang Disabilitas.