https://research.adra.ac.id/index.php/islamicstudies <p style="text-align: justify;"><strong>Islamic Studies in the World</strong> is a multi-disciplinary publication dedicated to the scholarly study of all aspects of Islam and of the Islamic world. Particular attention is paid to works dealing with history, geography, political science, economics, anthropology, sociology, law, literature, religion, philosophy, international relations, environmental and developmental issues, as well as ethical questions related to scientific research. The Journal seeks to place Islam and the Islamic tradition as its central focus of academic inquiry and to encourage comprehensive consideration of its many facets; to provide a forum for the study of Islam and Muslim societies in their global context; to encourage interdisciplinary studies of the Islamic world that are crossnational and comparative; to promote the diffusion, exchange and discussion of research findings; and to encourage interaction among academics from various traditions of learning. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.</p> Yayasan Adra Karima Hubbi en-US Islamic Studies in the World 3048-3980 https://research.adra.ac.id/index.php/islamicstudies/article/view/3190 <p><strong>Background.</strong> 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.</p> <p><strong>Purpose.</strong> 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.</p> <p><strong>Method.</strong> 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.</p> <p><strong>Results.</strong> 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).</p> <p><strong>Conclusion.</strong> 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.</p> Salasiah Salasiah Khamam Khosiin Benny Prasetya Muhmammad Alfi Syahrin Copyright (c) 2026 Salasiah Salasiah, Khamam Khosiin, Benny Prasetya, Muhmammad Alfi Syahrin https://creativecommons.org/licenses/by-sa/4.0 2026-01-20 2026-01-20 3 1 1 10 10.70177/isw.v3i1.3190