Adaptive Multisensory Learning in Islamic Education
Supporting Slow Learners in SD Muhammadiyah 2 Tulangan Sidoarjo
DOI:
https://doi.org/10.7401/m118w247Keywords:
Adaptive Multisensory Learning, Islamic Education, Slow Learners, Inclusive Education, Islamic Elementary SchoolAbstract
Research Objective – This study aims to explore the implementation of adaptive multisensory learning in Islamic education (PAI) for supporting slow learners at SD Muhammadiyah 2 Tulangan Sidoarjo. The study focuses on identifying multisensory learning strategies, instructional adaptations, and the influence of adaptive learning on students’ engagement, comprehension, and participation in religious learning activities. Methodology – This study employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, and document analysis involving Islamic education teachers, school administrators, slow learner students, and parents. Data were analyzed using the interactive model through data condensation, data display, and conclusion drawing. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, and thick description. Findings – The findings reveal that adaptive multisensory learning significantly improved slow learners’ concentration, participation, comprehension, and confidence in Islamic learning activities. Teachers integrated visual, auditory, kinesthetic, tactile, and experiential strategies through interactive media, prayer simulations, Qur’anic repetition, storytelling, and collaborative learning. Instructional adaptations such as simplified explanations, repeated practice, individualized guidance, and emotional reinforcement positively supported students’ inclusive learning experiences. Research Implications/Limitations – This study highlights the importance of strengthening adaptive pedagogy, inclusive classroom management, and multisensory instructional competence in Islamic elementary education. However, the research was limited to one inclusive Islamic elementary school, which may restrict broader generalization of the findings. Originality/Value – The originality of this study lies in its contribution to adaptive multisensory pedagogy in Islamic education by integrating inclusive learning, cognitive support, and experiential Islamic teaching for slow learners in elementary school contexts.
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