Article Sidebar

Submitted
November 17, 2025
Accepted
December 11, 2025
Published
March 9, 2026
Download
PDF
Statistic
Read Counter : 32 Download : 0

Main Article Content

Abstract

This study aims to examine the implementation of the cue method in supporting Qur'an memorization among deaf students and to identify the factors that facilitate and hinder its application. The research was conducted at the BAZNAS BAZIS Disability Tahfiz Boarding School in Jakarta, an Islamic educational institution dedicated to students with special needs. This study employed a qualitative field research design. Primary data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis. The collected data were analyzed using a descriptive-analytical approach involving three stages: data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the cue method in Qur'an memorization for deaf students is carried out through four main stages: instructional preparation and planning, provision of learning facilities and supporting media, implementation of the cue-based memorization method, and continuous monitoring and evaluation of students’ progress. The effectiveness of this method is supported by several factors, including strong institutional commitment to inclusive education, structured learning schedules, adaptive teaching strategies, and adequate psychological and physiological support for students. However, several challenges were identified, particularly variations in students’ cognitive abilities and learning attitudes, as well as limited parental and community involvement in supporting the memorization process. These findings highlight the importance of adaptive pedagogical approaches in Qur'anic education for students with hearing impairments and demonstrate the potential of cue-based methods in supporting inclusive religious learning environments.

Keywords

Cue Method Deaf People Al-Qur'an Islamic Boarding Schools

Article Details

License

Copyright (c) 2026 Holiyatul Hasanah, Ubaidillah Al-Ghifary Slamet

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-SA) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.

How to Cite
Hasanah, H., & Slamet, U. A.-G. . (2026). Implementing the Cue Method to Support Qur’an Memorization among Deaf Students: A Study at the BAZNAS BAZIS Disability Tahfiz Boarding School Jakarta. El-Tarbawi, 18(2), 396–415. https://doi.org/10.20885/tarbawi.vol18.iss2.art10
Download Citation
Endnote/Zotero/Mendeley (RIS)

References

  1. Açar, D., & Demiralp, C. (2025). Inclusive Education for Hearing Impairment: Teacher Perspectives, Strategies and the Role of Educational Technologies. Adıyaman University Journal of Educational Sciences, 15(1), 412–447. https://doi.org/10.17984/adyuebd.1594722 DOI: https://doi.org/10.17984/adyuebd.1594722
  2. Adeduyigbe, A. M., Adeduyigbe, A. E., & Tijani, B. E. (2024). Addressing students with hearing impairment’s current state and future needs: Reforming an inclusive science education. International Journal of Studies in Inclusive Education, 1(2), 12–15. https://doi.org/10.38140/ijsie.v1i2.1448 DOI: https://doi.org/10.38140/ijsie.v1i2.1448
  3. Adibah, I. Z., Muyasaroh, Adnan, M., Raharjo, S., Rimbe, A. D., & Ismail, D. (2025). Inclusive Pedagogical Strategies of Islamic Religious Education Teachers in Instilling Multicultural Values Among Students. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 7(3), 156–173. https://doi.org/10.37680/scaffolding.v7i3.7842 DOI: https://doi.org/10.37680/scaffolding.v7i3.7842
  4. Afif, N. (2025). Inclusive Islamic Education in Indonesia: Challenges, Theological Foundations, and Institutional Reform. AL-ISHLAH: Jurnal Pendidikan, 17(3), 4078–4089. https://doi.org/10.35445/alishlah.v17i3.7650 DOI: https://doi.org/10.35445/alishlah.v17i3.7650
  5. Agustriani, E. (2023). Exploring Pedagogical Practices at Al-Mujadid Islamic Boarding School: An In-depth Analysis of Learning Activities and Educational Strategies. International Journal Education and Computer Studies (IJECS), 3(2), 30–35. https://doi.org/10.35870/ijecs.v3i2.1860 DOI: https://doi.org/10.35870/ijecs.v3i2.1860
  6. Aisyah, N., & Nahar, S. (2025). Qur’anic Character Formation Through the Living Qur’an Approach. Academia Open, 10(2), https://doi.org/10.21070/acopen.10.2025.11968 DOI: https://doi.org/10.21070/acopen.10.2025.11968
  7. Aprilia, I. D., Tarsidi, I., Rahmat, C., & Hernawati, T. (2025). Challenges and Opportunities in Implementing the Teaching Factory Model in Special Needs Schools: Alternative Work Readiness for Students with Disabilities. Journal of ICSAR, 9(1), 1–8. https://doi.org/10.17977/um005v9i12025p1-8
  8. Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14(1), 24362. https://doi.org/10.1038/s41598-024-75379-0 DOI: https://doi.org/10.1038/s41598-024-75379-0
  9. Billah, M., Kemala, R., Larhzizer, F., & Harakan, A. (2025). Empowerment and Well-Being of Persons with Disabilities: Islamic Teachings on Inclusive Livelihood in the Qur’an. Indonesian Journal of Disability Studies, 12(1), 153–170. https://doi.org/10.21776/ub.ijds.2025.12.1.10 DOI: https://doi.org/10.21776/ub.ijds.2025.12.1.10
  10. Caron, L. (2020). Disability, employment and wages: Evidence from Indonesia. International Journal of Manpower, 42(5), 866–888. https://doi.org/10.1108/IJM-01-2020-0022 DOI: https://doi.org/10.1108/IJM-01-2020-0022
  11. Carrión, R. G., Esteban, P. G., Villardón, A. F., & Del Puerto, D. A. (2023). Promoting Social Interaction and Attention of Students with Disabilities through Interactive Groups | Multidisciplinary Journal of Educational Research. Multidisciplinary Journal of Educational Research, 13(2). https://doi.org/10.17583/remie.12360 DOI: https://doi.org/10.17583/remie.12360
  12. Espihani, R., Muslimah, M., Normuslim, N., & Mualimin, M. (2025). Reconstructing Multicultural Islamic Education: A Qur’anic Framework for Inclusive Pedagogy. Suhuf: International Journal of Islamic Studies, 37(1), 16–23. https://doi.org/10.23917/suhuf.v37i1.10125 DOI: https://doi.org/10.23917/suhuf.v37i1.10125
  13. Fadlillah, N., Rusydiyah, E. F., & Tolchah, M. (2025). The Pedagogical Impact of Technological Innovations on Qur’anic Learning: A Systematic Literature Review. Tarbawi : Jurnal Ilmu Pendidikan, 21(1), 97–112. https://doi.org/10.32939/tarbawi.v21i1.4426
  14. Farhan, W., & Razmak, J. (2022). A comparative study of an assistive e-learning interface among students with and without visual and hearing impairments. Disability and Rehabilitation: Assistive Technology, 17(4), 431–441. https://doi.org/10.1080/17483107.2020.1786733 DOI: https://doi.org/10.1080/17483107.2020.1786733
  15. Fitriani, L., Roziki, K., & Munjiah, M. (2025, December 10). Inclusive Education: A Study of the Method and Implementation of Qur’anic Learning for Disabled Santri at Pondok Pesantren Sabilillah Probolinggo [Research]. UIN Maulana Malik Ibrahim Malang. https://repository.uin-malang.ac.id/25820/
  16. Gogate, P., Rishikeshi, N., Mehata, R., Ranade, S., Kharat, J., & Deshpande, M. (2009). Visual impairment in the hearing impaired students. Indian Journal of Ophthalmology, 57(6), 451. https://doi.org/10.4103/0301-4738.57155 DOI: https://doi.org/10.4103/0301-4738.57155
  17. Grover, S., Wen, W., Viswanathan, V., Gill, C. T., & Reinhart, R. M. G. (2022). Long-lasting, dissociable improvements in working memory and long-term memory in older adults with repetitive neuromodulation. Nature Neuroscience, 25(9), 1237–1246. https://doi.org/10.1038/s41593-022-01132-3 DOI: https://doi.org/10.1038/s41593-022-01132-3
  18. Guan, C. Q., & Smolen, E. R. (2022). Visual-Motor Integration in Language Learning Among Deaf and Hard of Hearing Children. American Annals of the Deaf, 167(3), 355–371. https://doi.org/10.1353/aad.2022.0032 DOI: https://doi.org/10.1353/aad.2022.0032
  19. Hendry, G., Hendry, A., Ige, H., & McGrath, N. (2021). “I was isolated and this was difficult”: Investigating the communication barriers to inclusive further/higher education for deaf Scottish students. Deafness & Education International, 23(4), 295–312. https://doi.org/10.1080/14643154.2020.1818044 DOI: https://doi.org/10.1080/14643154.2020.1818044
  20. Hidayati, N., Handayani, D., & Kusumawardhani, P. N. (2026). Disability and School Enrollment in Indonesia: A Comparative Analysis. Didaktika: Jurnal Kependidikan, 15(1 Februari), 37–54. https://doi.org/10.58230/27454312.3674 DOI: https://doi.org/10.58230/27454312.3674
  21. Ireri, B. R., King’endo, M., Wangila, E., & Thuranira, S. (2020). Policy Strategies for Effective Implementation of Inclusive Education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28–42. DOI: https://doi.org/10.5897/IJEAPS2019.0622
  22. Jaiyeoba, H. B., Ushama, T., & Amuda, Y. J. (2024). The Quran as a Source of Ethical and Moral Guidance in Contemporary Society: Al-Quran Sebagai Sumber Panduan Etika dan Moral dalam Masyarakat Kontemporari. Al-Irsyad: Journal of Islamic and Contemporary Issues, 9(2), 1331–1345. https://doi.org/10.53840/alirsyad.v9i2.485 DOI: https://doi.org/10.53840/alirsyad.v9i2.485
  23. Jamil, M. (2024). Exploring the Qur’anic Literacy Tradition: A Review of Traditional and Modern Pesantren in Tuban Indonesia. Fikri : Jurnal Kajian Agama, Sosial Dan Budaya, 9(1), 1–25. https://doi.org/10.25217/jf.v9i1.4670 DOI: https://doi.org/10.25217/jf.v9i1.4670
  24. Luft, P. (2000). Communication barriers for deaf employees: Needs assessment and problem-solving strategies. WORK, 14(1), 51–59. https://doi.org/10.3233/WOR-2000-00070 DOI: https://doi.org/10.3233/WOR-2000-00070
  25. Moon, O. (2023). Teachers’ Readiness and Teaching Performance in Inclusive Education: Their Relationship to the Implementation of Inclusive Education Program. AIDE Interdisciplinary Research Journal, 6, 65–110. https://doi.org/10.56648/aide-irj.v6i1.94 DOI: https://doi.org/10.56648/aide-irj.v6i1.94
  26. Najafabadi, Y. F., Kalantari, M., Irani, A., Daryabor, A., & Baghban, A. A. (2022). Combined Effect of Repetitive Transcranial Magnetic Stimulation and Cognitive Rehabilitation on Working Memory of Patients with Chronic Stroke. 9(3), e123407. https://doi.org/10.5812/mejrh-123407 DOI: https://doi.org/10.5812/mejrh-123407
  27. Nanthambwe, P. (2025). Reimagining Inclusion: The Role of Religion in Advancing Disability-Inclusive Development in Sub-Saharan Africa. Journal of Disability & Religion, 0(0), 1–20. https://doi.org/10.1080/23312521.2025.2567248 DOI: https://doi.org/10.1080/23312521.2025.2567248
  28. Nurhidayah, M. (2025). Inclusive Pedagogical Practices in Islamic Religious Education for Character Formation. Journal of Contemporary Islamic Education Research, 1(2), 91–99. https://synthesisjournal.com/index.php/JOCIER/article/view/132
  29. Page, A., Anderson, J., & Charteris, J. (2023). Including students with disabilities in innovative learning environments: A model for inclusive practices. International Journal of Inclusive Education, 27(14), 1696–1711. https://doi.org/10.1080/13603116.2021.1916105 DOI: https://doi.org/10.1080/13603116.2021.1916105
  30. Rodrigues, F. M., Rato, J. R., Mineiro, A., & Holmström, I. (2022). Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study. PLoS ONE, 17(2), e0263216. https://doi.org/10.1371/journal.pone.0263216 DOI: https://doi.org/10.1371/journal.pone.0263216
  31. Sahid, T. A., Karlina, N., & Kholilah, L. (2026). Integrating Social and Spiritual Values in Inclusive Islamic Religious Education: Transforming Curriculum for Students with Special Needs in Indonesia’s Changing Society. Al-Mujtama’: Journal of Social Sciences, 2(1), 21–33. https://doi.org/10.30829/al-mujtama.v2i1.25374
  32. Shawmi, A. N., Rizky, M., Dewi, W. A., Juliana, S. A., Akbar, M., & Zahdi. (2025). A Culture of Religious Moderation as a Means of Internalizing Character Values and Strengthening Harmony among Elementary School Students | Terampil: Jurnal Pendidikan dan Pembelajaran Dasar. Terampil : Jurnal Pendidikan Dan Pembelajaran Dasar, 12(1), 178–197. https://doi.org/10.24042/terampil.v12i1.27422
  33. Shrivastava, R., Gupta, A., Nishant, Sharda, S., Das, D., & Goyal, A. (2023). Visual learning strategies for oral health promotion and treatment interventions in children and adolescents with hearing impairment – A systematic review. Special Care in Dentistry, 43(5), 597–610. https://doi.org/10.1111/scd.12810 DOI: https://doi.org/10.1111/scd.12810
  34. Sunardi, Yusuf, M., Gunarhadi, Priyono, & Yeager, J. L. (2011). The Implementation of Inclusive Education for Students with Special Needs in Indonesia. Excellence in Higher Education, 2(1), 1–10. https://doi.org/10.5195/ehe.2011.27 DOI: https://doi.org/10.5195/ehe.2011.27
  35. Tafonao, T., Prang, S. L., & Ditakristi, A. H. V. (2025). The Contribution Of Christian Religious Education In Character Development Of Persons With Disabilities Based On Jean Vanier’s Theological Perspective. Proceeding of The International Conference on Religious Education and Cross - Cultural Understanding, 1(2), 60–76. https://doi.org/10.61132/icreccu.v2i1.45
  36. Yadi, I. N., Zulkarnain, Z., & Mastofa, S. (2025). Religious Value Internalization through Youth Religious Activities: Strengthening Faith and Character Development in Community-Based Education. Journal of Religious Studies, 1(1), 01–09. https://doi.org/10.64780/jors.v1i1.104 DOI: https://doi.org/10.64780/jors.v1i1.104