Parenting Orang Tua dalam Menanamkan Nilai Moral Islam pada Anak Tunagrahita
Article Sidebar
Main Article Content
Abstract
Much of the research on parenting patterns in children with learning disabilities is related to behaviour, emotions, and learning outcomes. This study aims to investigate parenting patterns, the factors that trigger differences in parenting patterns, and the implications for instilling Islamic moral values in children with disabilities. This qualitative research with a phenomenological approach relies on in-depth interviews and observation data. The research participants included seven parents and seven children aged 7-18 years old. The results showed that parents instilling Islamic moral values in children with disabilities apply authoritative, permissive, authoritarian, and indifferent parenting patterns. Variations in parenting patterns are triggered by educational and economic factors. Variations in parenting patterns in instilling Islamic moral values have implications for the religious behaviour of children with disabilities. Authoritative parenting makes children more developed and does not make them feel pressured in carrying out worship. Permissive parenting makes children dependent on others and experiences delays in the development of worship behaviour. Authoritarian parenting makes children hard and often angry. Indifferent parenting makes children lack religious behaviour. The results of the research recommend the importance of parental awareness of applying authoritative parenting to children with disabilities so that they are able to practice religion as normal children.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Content License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
How to Cite
References
Abbeduto, L. (2003). Language and Communication in Mental Retardation. Academic Press.
Abdullah, R. (2020). Model of Islamic Guidance and Conseling in Dveloping Religious Behavior and Interest of Leading Islamic Religious Former Recidivist in Padepokan Maung Bodas Ciamis Foundation. Journal Diadikasia, 1(1), 24–38. https://doi.org/10.21428/8c841009.1aba57e2
Adawiah, R. (2017). Dominasi keluarga dalam meningkatkan prestasi belajar pada ranah kognitif afektif dan psikomotor. Palapa : Jurnal Studi Keislaman Dan Ilmu Pendidikan, 7(1), 33–48.
Adit, A. (2020). Orangtua, Berikut 5 Kunci Mendidik Anak Berkebutuhan Khusus. Kompas.
Affandy, S. (2017). Penanaman Nilai-Nilai Keearifan Lokal dalam Meningkatkan Perilaku Keberagamaan Peserta didik. Atthulab, II.
Ai Nurul Nurohmah, D. A. D. (2021). Penanaman Nilai Moral dan Karakter di Era Pandemi melalui Pendidikan dengan Mengimplementasikan Nilai-Nilai Pancasila. Journal of Education and Psychology, 3, 119–128.
Andim, F. (2021). Stratei Pembelajaran Pendidikan Aama Islam bagi Anak Tunagrahita. Jurnal Pendidikan Agama Islam Universitas Wahid Hasyim, 9(2), 219–231.
Bahran Taib, Dewi Mufidatul Ummah, Y. B. (2020). Analisis Pola Asuh Otoriter Orang Tua Terhadap Perkembangan Moral Anak. Jurnal Pendidikan Guru Pendidikan Anak Usia Dini, 3.
Bandi Delphie. (2012). Pembelajaran Anak Tunagrahita. PT Refika Aditama.
Baumrind, D. (1978). Parental Disciplinary Patterns and Social Competence in Children. SagePublication. https://doi.org/10.1177/0044118X7800900302
Dughazah. (2009). The Relationships between Values, Religious Teaching and Development Concepts and Practices: A Preliminary Literature Review.
Eko Suryadi, M. D. (2021). Korelasi Pola Asuh Otoritatif Terhadap Kecerdasan Interpersonal Anak Tunarungu. Jurnal ORTOPEDAGOGIA, 7(2), 74. https://doi.org/10.17977/um031v7i22021p74-79
Erma. (2017). Penanaman Nilai Religius dan Nilai Sosial pada Siswa Tunagrahita Ringan di SDLB Negeri Bendo Blitar. Kajian Moral Dan Kewarganegaraan, 5, 562–576.
Fadiana, M., Apriono, D., & Sulistyaningrum, H. (2021). Farming Gardening Project ; Kegiatan Penanaman Nilai- Nilai Karakter Pada Siswa Tunagrahita. Jurnal Penabdian Kepada Masyrakat, 2, 1–6.
Halstead, J. M. (2007). Islamic Values: A Distinctive Framework for Moral Education? Journal of Moral Education, 36(3), 2007, Pp: 283-296. https://doi.org/http://dx.doi.org/10.1080/03057240701643056
Hamka. (1992). Tafsir Al-Azhar.
Hardy, S. A., Walker, L. M. P., & Carlo, G. (2017). Parenting dimensions and adolescents ’ internalisation of moral values. Joural of Moral Education, 37–41. https://doi.org/10.1080/03057240802009512
Hartmann, N. (2002). Moral Values. Transaction Publishers.
Hasanah, U. (2016). Pola asuh orangtua dalam membentuk karakter anak. Elementary, 2, 72–82.
Hidayati, N. (2011). Dukungan Sosial bagi Keluarga Anak Berkebutuhan Khusus. Insan, 13(01), 12–20.
Https://Nakita.Grid.Id/Read/02115101/Hebat-Begini-Pola-Asuh-4-Artis-Yang-Memiliki-Anak-Berkebutuhan-Khusus?Page=all.
Ikhrom. (2019). Indeks kontribusi madrasah diniyah. Jurnal Analisa Ilmu Sosial Dan Agama, 141–163. https://doi.org///doi.org/10.18784/analisa.v4i01.79
Jahan, A., & Suri, S. (2016). Abnormal and Behavioural Psychology. Departement of Psychology, 2(3), 3–6. https://doi.org/10.4172/2472-0496.1000125
Lisinus, R. (2020). Sebuah Prespektif Bimbingan dan Konseling Pembinaan Anak Berkebutuhan Khusus. Yayasan Kita Menulis.
Macrine, S. L., Heji, H., Sabri, A., Dalton, S., Macrine, S. L., Heji, H., Sabri, A., Cross-, S. D., & Macrine, S. L. (2016). Cross-Cultural Adaptation of a Developmental Assessment for Arabic-Speaking Children With Visual Impairment Cross-Cultural Adaptation of a Developmental Assessment for Arabic-Speaking Children With Visual Impairment. 3603(April). https://doi.org/10.1080/21683603.2015.1082523
Marieke Nijland. (2019). Anak Unik Informasi tentang Anak-Anak Tunagrahita. Gagas Media.
Marpaung, J. (2017). Pengaruh Pola Asuh terhadap Kecerdasan Majemuk Anak. Jurnal Kopasta, 4(1), 7–15.
Miftakhuddin. (2020). Anakku Belahan Jiwaku: Pola Asuh yang Tepat untuk membentuk Psikis Anak. CV. Jejak.
Minsih. (2020). Pendidikan Inklusif Sekolah Dasar (Surakarta). Muhammadiyah University Press.
Muslich, A. (2021). Potensi Penanaman Sikap Kemandirian dan Nilai Religius pada Keluarga Kampung Idiot di Ponoroo. Muaddib Studi Kependidikan Dan Keislaman, 11(02), 100–115.
Nasution, N. kholidah. (2020). Perkembangan Anak Usia Dini (AUD) di TK Aisyiyah: Problematika dan Solusi. Jurnal Penelitian Keislaman, 15(2), 130–143. https://doi.org/10.20414/jpk.v15i2.1425
Nijland, M. (2018). Anak Unik: Informasi tentang Anak Tunagrahita. Gagas Media.
Nuriman. (2017). The Influence of Islamic Moral Values on the Students ’ Behavior in Aceh. Dinamika Ilmu, 17(2), 275–290. https://doi.org//10.21093/di.v17i2.835
Nuryati, N. (2019). Pendidikan bagi Anak BerkeButuhan Khusus. Unisa Press.
Observasi Informan 3. (n.d.). 22 Maret 2022.
Ormrod, J. E. (2008). Educational Psychology Developing Learners. PT. Erlangga.
Rahayu, R. (2019). Peran Guru PAI, Wali Kelas, dan Guru BK dalam Pembinaan Perilaku Keberagamaan dan Dampaknya terhadap Akhlak Siswa. Atthulab Islamic Religion Teaching and Learning Journal, 4(3).
Rochmah. (2017). Problematika Guru Pendidikan Agama Islam dalam Pembelajaran Pada Anak Tunagrahita. Journal of Madrasah Ibtidaiyah Education, 1(1), 46–59.
Rochyadi, E. (n.d.). Karakteristik dan Pendidikan Anak Tunagrahita.
Santrock, J, W. (2012). Life-Span Development (Jilid 1). PT. Gelora Aksara Pratama.
Sjarkawi. (2005). Pembentukan Kepribadian Anak. Bumi Aksara.
Sooriya. (2017). Parenting Style. Lulu Publication.
Stark, R. C. Y. G. (1970). The Nature of Religious Commitment (Patterns of Religious Commitment).
Subagia, N. (2021). Pola Asuh Orang Tua. Nila Cakra.
Subur. (2015). Pembelajaran Nilai Moral Berbasis Kisah. Kalimedia.
Suchyadi, Y., Ambarsari, Y., & Sukmanasa, E. (2018). Analysis of Social Interaction of Mentally Retarded Children. Journal Humanities and Social Studies, 02(02), 17–21.
Tridhonanto. (2014). Mengembangkan Pola Asuh Demokratis.
Wawancara dengan Orang tua 1. (n.d.). Pukul 19.00-20.00.
Wawancara dengan orang tua 2. (n.d.). 28 Maret 2022.
Wawancara dengan orang tua 7. (n.d.). 6 Juni 2022.
Widyarini, N. (2009). Relasi Orang Tua dan Anak. Elex Media Komputindo.
Wiratsiwi, W. (2022). Efektifitas Pengenalan Nilai-Nilai Karakter pada Anak Tunagrahita Ringan di SD Inklusi Melalui Game Interaktif. Jurnal Penelitian Dalam Bidang Pendidikan Dan Pengajaran, 16(1), 81–87