Strategi Guru dalam Membimbing Siswa Disleksia pada Mata Pelajaran Al-Qur’an Hadits di MTs Nurussa’adah Sungai Saren

Abstract

This study aims to describe the teacher's strategies in guiding dyslexic students in the subject of Al-Qur'an Hadith at MTs Nurussa'adah Sungai Saren, as well as to identify the supporting factors, inhibiting factors, and efforts made by the teacher. This research employed a qualitative approach with a case study type. Data collection techniques were carried out through participant observation, in-depth interviews with the principal, the Al-Qur'an Hadith subject teacher, and seventh and eighth-grade students identified as having dyslexia, as well as documentary studies. Data analysis used the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results showed that the teacher's strategy was implemented through three stages: the preliminary stage (pre-instructional), the teaching stage (instructional), and the evaluation and follow-up stage, using lecture, question-and-answer, discussion, demonstration, drill, and Iqra' methods. The inhibiting factors faced by the teacher included a lack of parental attention, limited learning time allocation (2 x 40 minutes per week), and low student interest. The supporting factors included the teacher's experience, the existence of a special guidance program outside of school hours, and a conducive madrasah environment. The efforts made by the teacher included building cooperation with parents, adding lesson hours through special guidance, and providing consistent learning motivation. This study concludes that the success of guiding dyslexic students requires synergy between adaptive teacher strategies, active parental support, structured remedial programs, and a supportive learning environment