Integrating Inclusive Education and the Wafa Method: A Multisensory Model for Qur'anic Memorization in Islamic Boarding Schools

Abstract

Inclusive education in Islamic boarding schools, particularly in Qur’anic memorization (tahfidz al-Qur’an) programs for students with special needs, remains underexplored in academic research. This study aims to develop and analyze the implementation of a Wafa-based tahfidz curriculum employing a multisensory approach to accommodate diverse learning needs. Using a qualitative case study design, the research was conducted at Pesantren Uswatun Hasanah Lubuklinggau. Data were collected through participant observation, in-depth interviews, and document analysis and were analyzed thematically. The findings indicate that multisensory adaptations of the Wafa method, including visual media for deaf students, rhythmic and melodic elements for students with autism, and combined visual-auditory stimulation for students with Down syndrome, contributed to improving the quality of Qur’anic memorization. Learning motivation, self-confidence, and a supportive boarding school environment were also identified as key factors influencing learning success. This study proposes an inclusive tahfidz curriculum model integrating curriculum flexibility, multisensory instructional strategies, and a supportive learning environment, thereby contributing to the advancement of inclusive Islamic education in pesantren settings.

Pendidikan inklusif di pesantren, khususnya dalam pembelajaran tahfidz al-Qur’an bagi santri berkebutuhan khusus, masih relatif kurang mendapat perhatian dalam kajian akademik. Penelitian ini bertujuan untuk mengembangkan dan menganalisis implementasi kurikulum tahfidz al-Qur’an berbasis metode Wafa dengan pendekatan multisensori yang mampu mengakomodasi keberagaman kebutuhan belajar santri. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di Pesantren Uswatun Hasanah Lubuklinggau. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa adaptasi multisensori metode Wafa, berupa media visual bagi santri tunarungu, unsur ritmis dan melodi bagi santri autisme, serta kombinasi stimulasi visual dan auditori bagi santri dengan Down syndrome, berkontribusi terhadap peningkatan kualitas hafalan Al-Qur’an. Motivasi belajar, kepercayaan diri, dan lingkungan pesantren yang suportif juga menjadi faktor penting dalam keberhasilan pembelajaran. Penelitian ini menghasilkan model kurikulum tahfidz inklusif yang mengintegrasikan fleksibilitas kurikulum, strategi multisensori, dan lingkungan belajar yang mendukung sebagai kontribusi bagi pengembangan pendidikan Islam inklusif di pesantren.