Digital Technology and Peer Support in Inclusive Fiqh Learning at a State Special Needs School in Salatiga

Abstract

Students with visual impairments face challenges in accessing fiqh learning resources and participating independently in practical religious activities. Digital technology can improve access to learning materials, but its role in supporting the practical dimensions of fiqh learning remains limited when used without interpersonal assistance. This study aims to examine the use of digital technology and peer support in fiqh learning for students with visual impairments at a State Special Needs School in Salatiga. This research employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that digital technology, particularly computers and audio-based resources such as YouTube, facilitates access to fiqh materials, repeated learning, and greater student independence. Peer support complements this function by providing verbal cues, reminders, explanations, and practical assistance during worship activities, while also encouraging communication and participation. The study further finds that these two forms of support serve different but interconnected functions: digital technology primarily facilitates access and learning independence, whereas peer support strengthens practical engagement and participation. Their complementary interaction can be understood through a process of access, understanding, practice, and participation, supported by teacher guidance. The study contributes to inclusive fiqh education by demonstrating that meaningful accessibility requires not only accessible digital resources but also collaborative and practical learning support that enables students with visual impairments to participate actively in religious learning.