INTEGRATION OF ART ELEMENTS IN STEM FOR TEACHING AND LEARNING ISLAMIC EDUCATION TO DISABLED STUDENTS IN MALAYSIA

This study discusses about teaching and learning method of STEAM (Science, Technology, Engineering, Art and Mathematic) in the Islamic education of disabled students in Malaysia, specifically those with vision, hearing, and cerebral palsy problems. The stress on using STEAM method as teaching and learning Islamic education has become important to transform knowledge of the 21st century and should be acquired and practiced by students at all levels including disabled students. The objective of this study is to examine the teaching and learning methods of STEAM in the elements of Islamic education on disabled students specifically those disabled in vision and hearing, and cerebral palsy. This study will also analyze the challenges of applying teaching and learning STEAM, and its mechanisms and application on disabled students. The study is a case-study qualitative research. The data collection methods include library study on the primary and secondary sources of data on disabled students in elements of Islamic education. This study employed semi-structure interviews in which the interviewees are teachers teaching Islamic education to students having cerebral palsy. While the data analysis will apply methods of inductive and deductive document analysis. Based on the research findings, a special STEAM curriculum will be developed to assist understanding of applying teaching and learning methods of STEAM on Islamic education for disabled students to ensure the effectiveness of assessment mechanism to these disabled students. The elements of Islamic education will be selectively focused as to the challenges faced by disabled students at this COVID-19 endemic time. Thus it is significant to develop the STEAM curriculum in teaching and learning method which will produce more effective human capital and mechanism of assessment.

本研究探讨马来西亚残疾学生（尤其是视力障碍、听力障碍及脑瘫患者）伊斯兰教育中的STEAM（科学、技术、工程、艺术与数学）教学方法。将STEAM教学法应用于伊斯兰教育实践，已成为适配21世纪知识转型的关键举措，且应成为包括残疾学生在内的各阶段学生都需掌握并践行的内容。本研究的目标为：探究面向视力、听力障碍及脑瘫残疾学生的伊斯兰教育要素中的STEAM教学方法。同时，本研究还将分析应用STEAM教学法所面临的挑战，及其在残疾学生群体中的实施机制与落地路径。本研究采用质性个案研究范式，数据收集方式包括针对伊斯兰教育要素下残疾学生相关资料的文献研究，涵盖一手与二手数据源；并采用半结构化访谈法，访谈对象为面向脑瘫学生开展伊斯兰教育的教师。数据分析环节将采用归纳与演绎相结合的文献分析法。基于研究结果，本研究将开发专属STEAM课程，以帮助残疾学生理解伊斯兰教育场景下的STEAM教学方法应用路径，进而保障针对该群体的评估机制有效性。本研究将结合新冠疫情（COVID-19）常态化阶段残疾学生所面临的现实困境，针对性聚焦伊斯兰教育的核心要素。因此，开发适配教学场景的STEAM课程具有重要意义，该课程可助力培育更具竞争力的人力资本，并完善相关评估机制。