An Inclusive Qur’an Memorization Learning Model for Deaf Children: A Pedagogical Innovation Based on Visual, Sign, and Multisensory Approaches

Abstract

Quran memorization education for deaf children is an area of ​​study that has rarely received serious attention in Islamic pedagogical discourse in Indonesia, even though the right to quality religious education applies universally regardless of disability. This article qualitatively examines how an inclusive Quran memorization learning model can be designed and implemented for deaf children through a visual, sign language, and multisensory-based approach. Using a library research design combined with case study analysis from several special education institutions and Islamic boarding schools for the disabled in Indonesia, this study found that the success of memorization in deaf children is largely determined by the extent to which the visual modality is used as the main basis of learning, accompanied by reinforcement through hijaiyah letter signs, visual articulation (lip reading), and motor-tactile activities such as rewriting (kitabah) memorized verses. The study's findings indicate that a learning model that integrates four stages letter symbol recognition, word formation through gestures, visually mediated pronunciation and memorization, and reinforcement through writing provides more meaningful and sustainable learning outcomes than conventional methods that rely solely on the auditory modality. This article concludes that this type of pedagogical innovation is not merely a technical adaptation, but rather a concrete form of epistemic justice in inclusive Quranic education.