Challenges and Impacts of Implementing Islamic Religious Education for Students with Intellectual Disabilities

Abstract

This study aims to examine the challenges and impacts of implementing Islamic Religious Education (IRE) for students with intellectual disabilities at Muhammadiyah Special School (SLB) Palu. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The participants consisted of the school principal, IRE teachers, and parents of students. The findings reveal several challenges in the implementation of IRE, including limited learning media, variations in students’ intellectual abilities, and a lack of consistent parental support at home. Nevertheless, IRE has shown positive impacts, such as improving students’ understanding of basic Islamic teachings, fostering worship practices like prayer and daily supplications, and developing moral behavior such as respecting teachers and helping peers. These findings suggest that despite its obstacles, IRE contributes significantly to shaping the character and Islamic identity of students with intellectual disabilities in special schools.