MODEL KONSEPTUAL PAK INKLUSIF BAGI ANAK DISABILITAS: SINTESIS DIFERENSIASI DAN UNIVERSAL DESIGN FOR LEARNING (UDL)

Christian Putra Simanjuntak

doi:10.54793/teologi-dan-kependidikan.v12i1.397

Christian Putra Simanjuntak Universitas Kristen Indonesia, Jakarta, Indonesia

DOI: https://doi.org/10.54793/teologi-dan-kependidikan.v12i1.397

Keywords: Children with Disabilities, Christian Religious Education, Differentiation, Universal Design for Learning

Abstract

Christian Religious Education (PAK) has a theological and pedagogical responsibility to reach children with disabilities. The challenge is that PAK practices in various church and school settings still tend to use the same approach, which is less responsive to the diversity of learning needs. Adaptive and participatory learning models are needed in the context of Christian faith, rooted in the idea of imago Dei and the inclusive ministry of Jesus Christ. The purpose of this study is to comprehensively examine the differentiation approach and Universal Design for Learning (UDL), and their relationship to the development of PAK for children with disabilities. This qualitative study used a library research approach involving data from a literature review involving books and scientific journal articles published in the last ten years. For analysis, thematic categorization related to the principle of differentiation and the main principles of UDL was used. The results show that Christian Religious Education teachers and parents can adapt learning strategies to suit the needs of each child using a differentiation approach. Furthermore, UDL provides a proactive and inclusive curriculum design framework from the planning stage. With the elaboration of both, Bible material is more accessible, more people are actively involved, and a more contextual faith is formed for children with disabilities. The result is that the application of differentiation and UDL in Christian Religious Education is not only pedagogically relevant but also consistent with the theological values of human dignity. This supports the realization of just, participatory, and transformative faith education.

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