Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities
Downloads
Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies.
Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities.
Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing.
Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation).
Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
Abdullah, M., & Rahman, F. (2023). Teaching Islamic Rituals to Students with Intellectual Disabilities: Pedagogical Challenges and Strategies. Journal of Islamic Education Studies, 11(2), 145–160. https://journals.iium.edu.my/
Adibah, I. Z., Muyasaroh, M., Adnan, M., Raharjo, S., Rimbe, A. D., & Ismail, D. (2025). Inclusive pedagogical strategies of Islamic Religious Education teachers in instilling multicultural values among students. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 7(3), 156–173. https://doi.org/10.37680/scaffolding.v7i3.7842
Archer, A. L., & Hughes, C. A. (2021). Explicit Instruction: Effective and Efficient Teaching. Z Pedagogy in Action: Getting it Right for Every Child. International Journal of Inclusive Education, 26(9), 889–905. https://doi.org/10.1080/13603116.2020.1821442
Aydan, S., & Mamas, C. (2025). Self Regulated Learning and Students with Disabilities: a Mini Review. Frontiers in Education, 10, Article 1600744. https://doi.org/10.30191/ETS.202301_26(1).0003
Bahri, M. (2025). Inclusive religious education: Integrating differentiated instructional strategies. Journal of Islamic Education Research, 12(1), 45–62.
Baker, S. K., & Jones, S. (2022). Sampling strategies in special education research: Balancing rigor and relevance. Remedial and Special Education, 43(2), 124–135. https://doi.org/10.1177/07419325211056123
Flick, U. (2022). Doing triangulation and mixed methods (2nd ed.). Sage Publications.
Florian, L., & Beaton, M. (2022). Inclusive Pedagogy: a Transformative Aapproach to Individual Differences. International Journal of Inclusive Education, 26(7), 639–655.
https://doi.org/10.1080/13603116.2020.1752823
Fuchs, D., Fuchs, L. S., & Vaughn, S. (2023). Intensive Instruction for Students with Learning Disabilities. Journal of Learning Disabilities, 56(1), 3–14. https://doi.org/10.1177/00222194221115777
Gersten, R., Jayanthi, M., & Dimino, J. (2021). Too Much, too Soon? Unpacking Instructional Practices in Special Education. Exceptional Children, 87(4), 455–472. https://doi.org/10.1177/0014402921993401
Hasanah, U., Pratama, D., & Sari, R. (2024). Teacher adaptability and effectiveness in inclusive classrooms: Evidence from Indonesia. Asian Journal of Special Education, 8(2), 120–138.
Hasanah, U., Rahmawati, D., & Prasetyo, A. (2024). Teacher Readiness and Pedagogical Flexibility in Inclusive Classrooms. International Journal of Special Education, 39(2), 112–126. https://www.internationaljournalofspecialeducation.com
Hashim, R., & Langgulung, H. (2022). Islamic Education and Human Development: an Integrated Approach. Intellectual Discourse, 30(2), 347–366.
Huda, M. (2022). Ritual Learning and Memorization Practices in Islamic Education. Religions, 13(4), 312. https://doi.org/10.3390/rel13040312
Implementation of Differentiated Instruction in Realizing Inclusive Learning in Primary Schools. (2025). Ludi Litterarri, 1(4), 1–12. https://doi.org/10.62872/h49rkh89
Johnson, R., & Lee, H. T. (2023). Instructional flexibility and learner outcomes: Evidence from inclusive education settings. International Journal of Educational Research, 119, 101–115. https://doi.org/10.1016/j.ijer.2022.102155
Johnson, R., & Lee, H. T. (2023). Instructional Flexibility and Learner Outcomes: Evidence from Inclusive Education Settings. International Journal of Educational Research, 119, 101–115. https://doi.org/10.1016/j.ijer.2022.102155
Kumar, S., Patel, R., & Ahmed, N. (2025). Individualized Pacing and Formative Feedback for Inclusive Learning: Effects on Student Outcomes. Journal of Inclusive Education Studies, 12(1), 34–50. https://doi.org/10.1080/20445911.2025.1789045
Latif, A., & Fauzi, M. (2025). Inclusive Islamic Education for Learners with Intellectual Disabilities: Pedagogical perspectives and challenges. International Journal of Inclusive Education, 29(1), 88–103.
Lübke, L., Pinquart, M., & Schwinger, M. (2021). The role of flexibility in the realization of inclusive education. Sustainability, 13(8), 4452. https://doi.org/10.3390/su13084452
Mais, A., & Yaum, L. A. (2025). Innovative differentiated learning for inclusive schools: Supporting students with special needs. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 11(2), 747–758. https://doi.org/10.33394/jk.v11i2.15089
Martinez, L., & Chen, Y. (2022). Cognitive Load Management in Inclusive Classrooms: the Role of Structured Instruction. Learning Disabilities Research & Practice, 37(3), 145–158. https://doi.org/10.1111/ldrp.12208
Mitchell, D. (2021). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies (3rd ed.). Routledge.
Niyozov, S., & Memon, N. (2022). Islamic Education in the Age of Globalization: Pedagogy, Policy, and Practice. Religions, 13(5), 412. https://doi.org/10.3390/rel13050412
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2021). Thematic Analysis: Striving to Meet The Trustworthiness Criteria. International Journal of Qualitative Methods, 20, 1–13. https://doi.org/10.1177/16094069211024273
Nzuza, Z. (2023). Social Participation and Learner Engagement in Inclusive Education Settings. Journal of Inclusive Education Studies, 11(2), 89–103. https://journals.sagepub.com
Otieno, A. D. (2025). Experimental study on the effect of differentiated instruction learning model on inclusive classrooms. Journal of Education Innovation and Curriculum Development, 3(1), 38–45. Retrieved from https://journals.iarn.or.id/index.php/educur/article/view/451
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2021). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 48(3), 1–12. https://doi.org/10.1007/s10488-020-01084-9
Parker, L., & Rivera, J. (2024). Faith based Inclusive Education: Instructional Models and Learner Diversity. British Journal of Religious Education, 46(1), 67–81.
Putri, K., & Elizar. (2025). Implementing a differentiation approach in teaching to accommodate diverse learning styles of primary school students: A systematic literature review. Journal for Lesson and Learning Studies, 8(1), 119–128. https://doi.org/10.23887/jlls.v8i1.89659
Raihani. (2021). Inclusive Education in Indonesian Islamic Schools. Compare: A Journal of Comparative and International Education, 51(5), 709–726. https://doi.org/10.1080/03057925.2019.1669017
Rasyid, A., & Karim, S. (2023). Special Needs Education in Islamic Schooling: a Systematic Review. Journal of Muslim Minority Affairs, 43(2), 250–266.
Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports (12th ed.). American Journal on Intellectual and Developmental Disabilities, 126(6), 439–442. https://doi.org/10.1352/1944-7558-126.6.439
Slee, R. (2023). Inclusive Education isn’t Dead, it Just Smells Funny. Routledge. https://www.routledge.com/
Smith, J., & Doe, A. (2024). Adaptive Instructional Pacing and Student Engagement in Inclusive Classrooms. Journal of Special Education Innovation, 9(2), 89–102. https://doi.org/10.1177/01987429241001234
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2022). The Effectiveness of Direct Instruction Curricula: a Meta-Analysis. Review of Educational Research, 92(2), 295–332. https://doi.org/10.3102/00346543211044744
Sulaiman, I., & Noor, H. (2024). Structured instruction for ritual learning in Islamic special education. Journal of Special Education and Rehabilitation, 25(1), 41–55. https://jser.mk/
Swanson, H. L., & Lussier, C. M. (2023). Working memory, instructional strategies, and learning outcomes in students with learning disabilities: A synthesis of recent research. Learning Disabilities Research & Practice, 38(1), 21–34. https://doi.org/10.1111/ldrp.12215
UNESCO. (2021). Reimagining our Futures Together: a New Social Contract for Education. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Yasin, M., & Hamzah, N. (2024). Teacher Dependency and Ritual Competence Among Students with Mild Intellectual Disabilities. Journal of Intellectual Disabilities, 28(2), 198–213. https://journals.sagepub.com/toc/jida/current
Yin, R. K. (2022). Qualitative Research From Start to Finish (2nd ed.). Guilford Press
Copyright (c) 2026 Salasiah Salasiah, Khamam Khosiin, Benny Prasetya, Muhmammad Alfi Syahrin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
