Silvani, Merdina Islami (2025) ARABIC INCLUSIVE LEARNING STRATEGY FOR ORDINARY AND DIFABLED STUDENTS IN GRADE 3 SD QORYAH THOYYIBAH PURWOKERTO. S1 Undergraduate thesis, Universitas Darussalam Gontor.

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Abstract

Inclusive education aims to create equitable learning opportunities for all students, including those with disabilities. In the context of SD Qoryah Thoyyibah Purwokerto, Grade 3 classrooms reflect a diverse learning environment where both ordinary and disabled student engagement with the Arabic language. The purpose of this study are (1) Observing SD Qoryah Thoyyibah’s inclusive learning planning for both normal and disabled students, (2) Assessing the extent to which inclusive learning has been implemented at SD Qoryah Thoyyibah, and (3) Observing how SD Qoryah Thoyyibah handles student learning evaluation. This research included field research with a qualitative descriptive approach. Using observation, interview and documentation techniques in data collection. The subjects of this study was Arabic language teachers, class teacher, and special assistant teachers for children with disabilities at SD Qaryah Thayyibah Purwokerto. A qualitative descriptive research method was employed, utilising data collection techniques such as observation, interviews, and documentation. The research subjects included Arabic teachers, class teachers, and support teachers for students with special needs. The objectives were to examine the planning, implementation, and evaluation of the inclusive learning strategies employed, as well as their impact on students' language development. This study obtained the conclusion that: (1) Inclusive learning strategies have careful planning. (2) Implementing inclusive learning needs a trained teacher and good facilities. (3) By seeing how is the inclusive learning implemented, showed that SD Qoryah Thoyyibah was doing great for implementing this strategy seen in how they successfully educate students with the help of parents and therapists. Based on conclusion, the study recommends enhancing inclusive Arabic learning practices through the provision of adaptive facilities, ongoing professional training, and increased collaboration among teachers, parents, and special education experts. These measures are anticipated to create a more inclusive and effective learning environment, benefiting all students. Keywords: Arabic language learning, diverse learners, disabilities, inclusive education, MI Qoryah Thoyyibah

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