KESULITAN BELAJAR

Abstract

Learning difficulties are among the most common problems experienced by students and may hinder the achievement of educational goals. From the perspective of Islamic Educational Psychology, learning difficulties are influenced not only by intellectual abilities but also by psychological, spiritual, social, and environmental factors surrounding learners. This study aims to describe the forms of learning difficulties, their causal factors, diagnostic processes, and strategies for overcoming them within the context of Islamic education. The research employed a qualitative approach with a descriptive design, using observation, interviews, and documentation as data collection techniques. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that learning difficulties can be classified into pre-academic and academic categories, including motor and perceptual disorders, language impairments, dyslexia, dysgraphia, and dyscalculia. The causes arise from internal factors, external factors, and inappropriate learning strategies. Accurate diagnosis and the active role of Islamic Religious Education teachers as educators, mentors, motivators, and facilitators are essential in helping students overcome learning barriers. Therefore, the implementation of Islamic Educational Psychology principles contributes to creating a more effective, holistic, and student-centered learning process while supporting the comprehensive development of learners' potential.