The Adaptive Role of Parents in Enhancing Quran Memorization for Children with Special Needs (Intellectual Disability)

Abstract

The education of children is primarily the responsibility of parents, a duty that becomes even more critical for Children with Special Needs who have intellectual disabilities. This research aims to describe the role of parents in improving the memorization of the Al-Qur'an for children with special needs. The results show that parents play a highly significant role as both motivators and facilitators. As motivators, parents provide extrinsic support such as praise and patience, as well as understanding children's enthusiasm and adjusting their learning abilities. As facilitators, they create a comfortable learning environment and provide supporting facilities, including a Qur’an and murottal audio media. The memorization process is carried out regularly after Maghrib prayer using the Sima’i Method (listening), which involves the stages of Modeling, Imitation, and Evaluation under patient guidance. The combination of the Sima’i method with murottal audio media proves effective, as children with intellectual disabilities tend to absorb information more efficiently through auditory channels. In conclusion, the active role of parents encompassing extra guidance, emotional support, and the provision of adaptive strategies and facilities  is a key factor in producing tangible and consistent progress in the Qur’an memorization.