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"The purpose of this research is to acquire an objective and comprehensive information about the implementation of Islam religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islam religion at special school (SLB) are not teachers with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher of Islam religion at special schools are department of religion, department of National education (provincial office) and controllers on the executors in the field, have not played optimal role yet."

"Siswa dengan disabilitas intelektual membutuhkan pendidikan dan pelayanan khusus agar mereka dapat memaksimalkan potensi yang dimilikinya. Pendidikan dan pelayanan khusus mencakup pemberian instruksi khusus, penyesuaian strategi pengajaran, dan penggunaan alat bantu dalam proses pembelajaran di kelas. Penelitian ini akan memfokuskan pada kegiatan belajar mengajar di SLB C ditinjau dari teori sosiokultural Vygotsky. Teori Vygotsky digunakan untuk mengalisis proses pemberian scaffolding, internalisasi siswa, dan penggunaan technical tools oleh guru. Partisipan penelitian ini adalah guru dan siswa SLB C. Metode pengumpulan data dilakukan dengan menggunakan observasi di kelas dan wawancara kepada siswa seusai pelajaran. Selanjutnya, pengolahan data dilakukan dengan menggunakan pendekatan kualitatif. Hasil menujukkan bahwa tingkat kontrol dari bantuan yang diberikan guru semakin menurun seiring dengan meningkatnya tingkat kelas. Berkaitan dengan internalisasi, seluruh siswa umumnya dapat memahami lebih dari separuh materi yang diberikan guru. Selain itu, guru SLB C dapat melakukan manipulasi penggunaan tools untuk membantu siswa dengan kemampuan yang bervariasi.

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Students with intellectual disability require special education and services so that they can maximize their potential. Special education and services include the provision of special instructions, adjustment of teaching strategies, and the use of tools in learning process at the classroom. This study will focus on teaching and learning activities at SLB C in terms of Vygotsky's sociocultural theory.

Vygotsky's theory is used to analyzed the provision of scaffolding, internalization of the students, and the use of technical tools by the teachers. Participants in this study were SLB C teachers and students. Methods of data collection will be done using in-class observation and interview to students after class. Furthermore, the data were processed using a qualitative approach.

The results showed that the level of control of teacher's scaffolding decreases with increasing grade level. In connection with the internalization, all students are generally able to understand more than half of the material provided by the teacher. In addition, SLB C teachers can manipulate the tools to help students with varying abilities."

"Penelitian ini dilakukan untuk mendapatkan gambaran mindfulness guru dan mastery motivation pada Siswa Berkebutuhan Khusus di Sekolah Luar Biasa (SLB). Mindfulness guru diukur dengan Mindful Attention Awareness Scale (Brown dan Ryan, 2003) yang diisi oleh 69 orang guru. Mastery Motivation siswa diukur dengan Dimensions of Mastery Questionnaire 18 (Morgan, 2015) yang dinilai oleh guru terhadap 258 siswa berkebutuhan khusus dari kelas satu hingga kelas enam. Hasil penelitian menunjukkan bahwa skor mindfulness guru cenderung tinggi. Skor mindfulness cenderung berbeda pada usia guru yang berbeda. Sedangkan jenis kelamin, pendidikan terkahir, dan lama mengajar tidak dapat menunjukkan perbedaan mindfulness yang signifikan. Berdasarkan dimensi-dimensi yang ada pada mastery motivation (cognitive/object persistence, gross motor persistence, social persistence with adult, social persistence with children, mastery pleasure, frustration/anger, sadness/shame, general competence), ditemukan perbedaan yang signifikan berdasarkan jenis kebutuhan khusus siswa. Penelitian ini juga menemukan perbedaan yang signifikan pada dimensi frustration/anger dan sadness/shame berdasarkan jenjang kelas siswa. Sementara tidak ada perbedaan yang signifikan pada dimensi-dimensi mastery motivation pada siswa SLB berdasarkan jenis kelamin, usia siswa, dan tingkat keparahan kebutuhan khusus yang dialami oleh siswa.

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The purpose of this study was to investigate the teachers` mindfulness and special needs student`s mastery motivation in special school. Mindfulness was measured using Mindful Attention Awareness Scale (Brown and Ryan, 2003) to 69 teachers. Mastery motivation was measured using Dimensions of Mastery Questionnaire (Morgan, 2015) rated by teachers on 258 students which was enrolled on 1st until 6th grade in special school.

The results showed that most of the teachers have high score in mindfulness. This study found that teacher`s age affect teacher`s mindfulness while gender, level of education, and teaching time have no effect on teacher`s mindfulness score.

It was also found that student`s mastery motivation is significantly different based on the type of special needs in all dimensions. The dimensions of frustration/anger and sadness/shame are significantly different based on school level. There were no differences on mastery motivation based on gender, age, and the severity of needs."