Implementing Direct Instruction in Islamic Religious Education for Students with Intellectual Disabilities at Special School in West Sumatera

Abstract

This study aims to analyze the implementation of Direct
Instruction in IRE for students with intellectual disabilities
at SLB YPAC West Sumatra. Using a descriptive qualitative
field research design, data were collected through classroom
observations, in-depth interviews with school principals,
teachers, and students, and document analysis. The findings
reveal that Direct Instruction, implemented in a structured,
explicit, and gradual manner, is effective in improving
students’ understanding of basic religious concepts,
practical worship skills (such as ablution and prayer), and
religious attitudes, as well as enhancing active participation.
The strategy also facilitates authentic, practice-based
assessment aligned with students’ learning characteristics.
This study contributes to the development of IRE in
special education by offering an adaptive and contextual
instructional model that integrates Direct Instruction with
Islamic educational values. The findings provide both
theoretical insights and practical implications for teachers
and institutions in designing more inclusive, effective, and
meaningful learning for students with intellectual
disabilities.