PERAN GURU EKSTRAKURIKULER PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PERILAKU ADAPTIF SISWA TUNARUNGU DI SMPLB DON BOSCO WONOSOBO

Abstract

The role of Islamic Education (PAI) extracurricular teachers at SMPLB Don Bosco Wonosobo is crucial in developing adaptive behavior among deaf students. The teacher acts not only as an educator but also as a mentor, motivator, and role model who adapts instructional methods to the characteristics of deaf learners. Through visual approaches, sign language, religious practice habituation, and moral modeling, the teacher helps students in the process of forming adaptive behavior while enhancing their independence, social interaction, and behavioral adjustment. The purpose of this study is to identify the role of 1) PAI extracurricular teachers in shaping the adaptive behavior of deaf students, 2) Analyze the strategies used by teachers to in forming adaptive behavior of deaf students, 3) Determine the supporting and inhibiting factors encountered in implementing extracurricular Islamic education activities at SMPLB Don Bosco Wonosobo. This research employs a descriptive qualitative approach with data collected through observations, interviews, and documentation. Triangulation techniques were applied to validate the data by integrating multiple sources and methods, providing a comprehensive understanding of the instructional process and teacher–student interactions. The findings reveal that 1) PAI teachers carry out their role by implementing methods tailored to the needs of deaf students, such as repeated drills, rewriting tasks, guided religious practice, visual demonstrations, and moral habituation. 2) Strategies were refined through trial and error, considering students’ diverse abilities and weak memory retention. 3) Support comes from the school environment, the availability of learning media and students' enthusiasm in participating in PAI extracurricular activities, while challenges include communication barriers, the absence of specialized PAI assistants, and varied adaptive capacities among students. Overall, extracurricular PAI activities significantly contribute to improving the adaptive behavior of deaf learners.