Implementation of the Everyone Is a Teacher Here Strategy in PAI Learning at State SLB B Garut

Abstract

This study aims to analyze and describe the implementation of the Everyone Is a Teacher Here strategy in Islamic Religious Education (PAI) learning, including its planning, implementation, supporting and inhibiting factors, as well as the evaluation and effectiveness of the strategy in the Grade XI B Deaf Class at SLB Negeri B Garut. The study was motivated by the challenges found in the class, where deaf students possess diverse characteristics and learning needs, requiring the use of appropriate instructional strategies. PAI learning emphasizes not only the mastery of subject matter but also the development of students’ activeness and social skills, particularly among deaf students who experience limitations in verbal communication. This research employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings revealed that learning planning was systematically designed by considering the characteristics and learning needs of deaf students. The implementation of the Everyone Is a Teacher Here strategy was able to enhance students’ activeness, social skills, and their role as active participants in the learning process. Supporting factors included the availability of educational facilities and infrastructure, a conducive learning environment, school support, and a positive social climate. Meanwhile, inhibiting factors consisted of differences in students’ communication abilities and limited instructional time allocation. Based on the findings, the Everyone Is a Teacher Here strategy can be effectively utilized to improve the engagement and social skills of deaf students.