Internalisasi Nilai-Nilai Keislaman melalui Project Based Learning (PjBL) pada Anak Berkebutuhan Khusus: Studi Kualitatif di Sekolah Luar Biasa
Keywords:
internalisation of Islamic values, project-based learning, children with special needs, religious character, special schools
Abstract
This research aims to analyse the internalisation of Islamic values through project-based learning for children with special needs in Special Schools (SLB). The research uses a qualitative approach with a multi-case study design conducted at SLBN Kutai Timur, SLBN Penajam Paser Utara, and SLBN Berau, East Kalimantan. The research subjects consisted of the school principal, the vice principal in charge of the curriculum, the coordinator of the Pancasila Student Profile Strengthening Project (P5), supporting teachers, and related parties involved in the project implementation. Data were collected through interviews, observations, and documentation, and then analysed using the Miles, Huberman, and Saldaña model, which includes data condensation, data presentation, and conclusion drawing. Data analysis was reinforced with the help of NVivo software. The research results show that project-based learning is an effective means of internalising Islamic values in special needs students through real and contextual learning experiences. The internalised values include ta'awun (helping each other), ukhuwah (brotherhood), amanah (responsibility), ihsan (doing good), gratitude, deliberation, and khalifah fil ardh (concern for the environment). These values are realised through activities such as waste management, making traditional regional foods, traditional games, entrepreneurship market day, and democratic voting. The process of internalisation is supported by collaboration between schools, teachers, parents, and the community. Research findings indicate that project-based learning not only develops academic and vocational skills but also strengthens the religious character of special needs students in an inclusive and contextual manner.
References
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Radišić, J., & Knain, E. (2026). Sustainability, Environment and Competencies to Act: Road Ahead for Science Education Across Europe. IEA Research for Education, 18, 27–51. https://doi.org/10.1007/978-3-032-14725-7_2/TABLES/2
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Tanure Alves, M. L., Grenier, M., Haegele, J. A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129–1142. https://doi.org/10.1080/13603116.2018.1511760
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Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Wllliams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self determination. Exceptional Children, 78(2), 135–153. https://doi.org/10.1177/001440291207800201
Yuwono, I., Mirnawati, M., Kusumastuti, D. E., & Ramli, T. J. (2023). IMPLEMENTATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) CONCEPTS ON LEARNING IN HIGHER EDUCATION. Education. Innovation. Diversity, 2(7), 16–23. https://doi.org/10.17770/EID2023.2.7355
Zhang, L., Carter, R. A., Greene, J. A., & Bernacki, M. L. (2024). Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review. Educational Psychology Review, 36(1), 35-. https://doi.org/10.1007/S10648-024-09860-7/FIGURES/2
Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162–180. https://doi.org/10.1080/00131881.2020.1755605
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: The Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7–8), 671–676. https://doi.org/10.1080/13603116.2019.1622260
Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2022). Inclusive education: Examining equity on five continents. International Journal of Inclusive Education, 26(9), 867–882. https://doi.org/10.1080/13603116.2021.1959474
Baumfield, V. M., & Cush, D. A. (2017). Religious education and identity formation: encountering religious and cultural diversity. British Journal of Religious Education, 39(3), 231–233. https://doi.org/10.1080/01416200.2017.1347377
Baumgartner, E. (2022). Religious education and students with intellectual disabilities: Accessibility challenges and adaptive approaches. British Journal of Religious Education, 44(3), 289–302. https://doi.org/10.1080/01416200.2021.2023461
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th edition, Ed.). SAGE Publications.
Czosnek, L., Zopf, E. M., Cormie, P., Rosenbaum, S., Richards, J., & Rankin, N. M. (2022). Developing an implementation research logic model: using a multiple case study design to establish a worked exemplar. Implementation Science Communications 2022 3:1, 3(1), 90-. https://doi.org/10.1186/S43058-022-00337-8
Denzin, N. K. (2012). Triangulation 2.0*. Journal of Mixed Methods Research, 6(2), 80–88. https://doi.org/10.1177/1558689812437186
Dinham, A., & Shaw, M. (2017). Religious Literacy through Religious Education: The Future of Teaching and Learning about Religion and Belief. Religions 2017, Vol. 8, Page 119, 8(7), 119. https://doi.org/10.3390/REL8070119
Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology, 11, 539791. https://doi.org/10.3389/FPSYG.2020.01157/BIBTEX
Florian, L., journal, K. B.-H.-B. educational research, & 2011, undefined. (2011). Exploring inclusive pedagogy. Taylor & FrancisL Florian, K Black-HawkinsBritish Educational Research Journal, 2011•Taylor & Francis, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
Francis, L. J., Village, A., & Robbins, M. (2020). Religion, spiritual well-being, and inclusive education: A study of adolescents with special educational needs. Journal of Beliefs and Values, 41(2), 178–191. https://doi.org/10.1080/13617672.2019.1703484
Franken, L., & Wolfs, J.-L. (2026). Religious and Citizenship Education in Belgium: A European Policy Perspective. The Palgrave Handbook of Religion in Public Education, 193–208. https://doi.org/10.1007/978-3-032-02890-7_12
Fusch, P., Fusch, G. E., Ness, L. R., Fusch, P., Fusch, G. E., & Ness, L. R. (2018). Denzin’s Paradigm Shift: Revisiting Triangulation in Qualitative Research. Journal of Sustainable Social Impact, 10(1), 2. https://doi.org/10.5590/JOSC.2018.10.1.02
Goodall, J., & Greasley, S. (2022). Developing inclusive school communities through parental engagement in their children’s learning. Expanding Possibilities for Inclusive Learning, 77–90. https://doi.org/10.4324/9781003137634-6
Gupta, S., Sukhai, M., & Wittich, W. (2021). Employment outcomes and experiences of people with seeing disability in Canada: An analysis of the Canadian Survey on Disability 2017. PLOS ONE, 16(11), e0260160. https://doi.org/10.1371/JOURNAL.PONE.0260160
Hyett, N., Kenny, A., & Dickson-Swift, V. (2014). Methodology or method? A critical review of qualitative case study reports. International Journal of Qualitative Studies on Health and Well-Being, 9(1), 23606. https://doi.org/10.3402/qhw.v9.23606
Ismail, A., Ghani, M. Z., Adhaa, M. N., Amin, M., Afiq, M. N., Amran, M., & Radzuan, M. F. (2026). Shariah and Special Education: Ethical and Religious Considerations in Curriculum and Parental Decision-Making in Malaysia – A Comparative Perspective. 249–258. https://doi.org/10.2991/978-94-6239-662-3_17
Karamani, M., Makopoulou, K., Mansfield, S., & Herold, F. (2024). The complex journey towards the enactment of inclusion in physical education: a scoping review of the literature on teachers’ perceptions and practices. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2024.2374263
Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 275–297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/S15430421TIP4104_2
Lawson, H., Parker, M., & Sikes, P. (2006). Seeking stories: reflections on a narrative approach to researching understandings of inclusion. European Journal of Special Needs Education, 21(1), 55–68. https://doi.org/10.1080/08856250500491823
Markus, A., Pfister, J., Carolus, A., Hotho, A., & Wienrich, C. (2024). Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants. Computers and Education Open, 6, 100176. https://doi.org/10.1016/J.CAEO.2024.100176
Mongar, K., Quinn, F., & Elliott, S. (2023). Action-oriented approaches to teaching environmental science in Bhutanese secondary schools: Stakeholder perceptions. The Journal of Environmental Education, 54(2), 132–147. https://doi.org/10.1080/00958964.2022.2157368
Norwich, B. (2008). Dilemmas of Difference, Inclusion and Disability. https://doi.org/10.1080/01416200.2021.2023461
Radišić, J., & Knain, E. (2026). Sustainability, Environment and Competencies to Act: Road Ahead for Science Education Across Europe. IEA Research for Education, 18, 27–51. https://doi.org/10.1007/978-3-032-14725-7_2/TABLES/2
Robinson, S., & York, P. S. (2001). USE OF THE QUALITATIVE QUASI-DEDUCTIVE RESEARCH DESIGN IN CONDUCTING A MULTI-SITE CASE STUDY. Proceedings of the Academy of Entrepreneurship, 7.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/J.CEDPSYCH.2020.101860
Spirituality, J. L.-I. J. of C., & 2021, undefined. (2021). children’s life, religiosity and spirituality matter: perspectives of special groups and their related adults. Taylor & Francis, 26(3), 91–98. https://doi.org/10.1080/1364436X.2021.1949555
Supriyadi, T., Julia, J., Rahminawati, N., Usarov, J. E., Feruzakhon Usmanovna, K., Fayzullayevich, R. J., & Sarvinoz Baxtiyorovna, A. (2025). Enhancing Religious Literacy for the Promotion of Tolerance: A Design-Based Approach to Developing an Islamic Education Model in Higher Education. International Research Journal of Multidisciplinary Scope (IRJMS), 6(3), 310–324. https://doi.org/10.47857/irjms.2025.v06i03.05084
Tanure Alves, M. L., Grenier, M., Haegele, J. A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129–1142. https://doi.org/10.1080/13603116.2018.1511760
Thomas, J. W. (2000). A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING The Autodesk Foundation 111 McInnis Parkway San Rafael, California 94903 (415) 507-6336 Fax (415) 507-6339 http://www.autodesk.com/foundation. http://www.autodesk.com/foundation
Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Wllliams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self determination. Exceptional Children, 78(2), 135–153. https://doi.org/10.1177/001440291207800201
Yuwono, I., Mirnawati, M., Kusumastuti, D. E., & Ramli, T. J. (2023). IMPLEMENTATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) CONCEPTS ON LEARNING IN HIGHER EDUCATION. Education. Innovation. Diversity, 2(7), 16–23. https://doi.org/10.17770/EID2023.2.7355
Zhang, L., Carter, R. A., Greene, J. A., & Bernacki, M. L. (2024). Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review. Educational Psychology Review, 36(1), 35-. https://doi.org/10.1007/S10648-024-09860-7/FIGURES/2
Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162–180. https://doi.org/10.1080/00131881.2020.1755605
Published
2026-03-31
Section
Articles
