PENGUATAN KOMPETENSI DALAM MERANCANG PEMBELAJARAN INKLUSIF DAN ADAPTIF BAGI ANAK BERKEBUTUHAN KHUSUS

Abstract

In the midst of the rapid flow of information and communication, the phenomenon of language has become one of the aspects that has never been out of the spotlight. Language has an important role in conveying ideas and emotions in the modern context. Interestingly, there are more than 1.8 billion Muslims around the world who read the Qur'an, but not many are aware of the richness of the majaz which is an expression that uses a meaning that is not actually contained in it. This paper aims to explore the majaz contained in Surah Al-A'la in the translation of the Qur'an and how the majaz contributes to the overall meaning of the letter. We use qualitative research methods by using library research. Library research is a method of collecting data by understanding and studying theories from various literature related to the research. The results of this research can be concluded that the findings of this study show that there are 11 majaz in Surah Al-A'la, various types of majaz that significantly enrich the spiritual meaning and message contained in it. These majaz include majaz mursal, isti'arah, and kinayah. This community service (pengabdian) activity aims to strengthen teacher competence in designing inclusive and adaptive learning for students with special needs through a training method. The activity responds to the gap between the implementation of inclusive education policies and the readiness of classroom practice, where some teachers still struggle to develop learning plans that respond to diverse student needs. The training was conducted for classroom teachers, subject teachers, and special assistant teachers in three inclusive elementary schools through three stages: preparation (needs analysis and module development), implementation (sessions on conceptual understanding, initial assessment and differentiation practice, and adaptation of strategies, media, and learning environments), and evaluation (pretest-posttest, teaching practice observation, and post-training mentoring). Data were collected through pretest-posttest results, teaching-practice observation sheets, participant satisfaction questionnaires, and mentoring notes, then analyzed using descriptive qualitative and simple quantitative methods. The results show that the training strengthened teacher competence in three main areas: conceptual understanding of learner diversity, skills in designing initial assessment and differentiated learning objectives, and the ability to adapt strategies, media, and learning environments. The most influential supporting factors were principal support and post-training mentoring by special assistant teachers, while the main barriers were limited time and the lack of sustained follow-up. This activity recommends tiered training integrated with learning-community mentoring so that the strengthening of teacher competence in inclusive education can continue sustainably.