How Do Deaf Students Learn to Shalat?  (A Descriptive Study at Darul Ashom Islamic Boarding School for Deaf Students in Yogyakarta, Indonesia)

Bayu Pamungkas; Amat Jamaludin; Rochmat Wahab

doi:10.17977/um005v10i12026p36-52

Authors

Bayu Pamungkas Department of Special Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Amat Jamaludin 1Department of Special Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Rochmat Wahab 1Department of Special Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.17977/um005v10i12026p36-52

Keywords:

Deaf student, learning, shalat, boarding school

Abstract

This study addresses the lack of inclusive methods for teaching shalat to deaf students by introducing a visual approach using hijaiyah sign letters to enhance understanding and participation. Conducted at Darul Ashom Islamic Boarding School for the Deaf in Yogyakarta, the research highlights how sign-based instruction makes shalat more accessible for deaf learners. Using a qualitative approach with purposive sampling, the study employed observation, interviews, and documentation of shalat instruction, and the data were analyzed thematically with researcher engagement and field notes ensuring validity. The findings indicate that the use of sign language for Arabic letters in shalat improves both conceptual understanding and practical skills. The step-by-step teaching process, supported by the Riyadh-based sign language system, promotes inclusivity and meaningful participation in religious practices. Although limited by a small sample size and the intensive teacher training required, the study contributes valuable insights into the potential of sign language for religious education of deaf students. The research suggests the development of a structured teaching module based on the successful practices at Darul Ashom, focusing on the use of hijaiyah sign language to teach shalat. Such a module could be adopted by other educational institutions, ensuring accessible and consistent instruction for children with hearing impairments.

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