Evaluation of Al-Quran Hadith Learning in Inclusive Schools: Strategies to Improve Learning Outcomes of Students with Disabilities
DOI:
https://doi.org/10.35719/educare.v5i1.144Keywords:
Learning, Evaluation, Disability, InclusionAbstract
This study aims to analyze the effectiveness of the Al-Qur'an Hadith learning evaluation method for students with disabilities in inclusive schools, focusing on MI Al-Ikhlas Bagorejo Srono Banyuwangi. Learning evaluation is an activity teachers must carry out to determine the extent to which learning successfully achieves the desired goals, especially for students with disabilities. This study uses a qualitative approach with a case study type, combining observation, interview, and test techniques. The validity of the data is tested by triangulation of sources, methods, and time. The study's results indicate that the Al-Qur'an Hadith learning evaluation design to improve the learning outcomes of students with disabilities is carried out the same as regular students, using the same test instruments. However, there are differences in teacher assistance, such as assistance in mentioning letters and additional time for work. Evaluation is carried out formatively and summatively with authentic assessments that include attitudes, knowledge, and skills. This study emphasizes the importance of adjusting evaluation methods, special training for teachers, and utilizing technology to create inclusive and fair evaluations. Although MI Al-Ikhlas has attempted to implement inclusive evaluations, there is a need for more adaptive strategies to meet the individual needs of students with disabilities.
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