Methodology of Braille Qur'an for Indonesian Blind: Learning

Methods of the Qur`an Oldest Braille Al-Qur'an Printing Machine in

the World

Ade Jamarudin

, Akhmad Mujahidin

, Zikri Darussamin

State Islamic University Sultan Syarif Kasim

Riau Indonesia

Keywords: Methodology, Braille, Indonesia

Abstract: The Qur'an is a guide and demand for the life of Muslims, both as individuals and as people. As a guide and

demand for life. Braille letters are a type of touch writing system used by blind people. This system was

created by a Frenchman named Louis Braille. Braille Qur'an began in Pakistan and certain Arab countries,

in the form of conceptions that still had to be perfected which then came up with the formulation of Arabic

braille letters. The Braille Qur'an first appeared in Indonesia around 1954. The special methodology used by

teachers was modification of ways and tools for reading and writing Braille. The equipment used is waste

material and equipment such as pieces of cloth; sandpaper with different textures, scissors, thick and thin

paper, grain; letter board or reading or Record Plank, Reglet and questioner or stylus. The Braille Qur'an

published in Jordan is written with rasm imla'i or according to the rules of nahwiyah.

1 INTRODUCTION

The Qur'an is a guide and demand for the life of

Muslims, both as individuals and as people. As a

guideline and demand for life, the Qur'an is revealed

by Allah not only to be read textually, but the Qur'an

to be understood, lived and practiced in social life.

(Al-Munawar, 2005)

The Qur'an revealed to the Prophet Muhammad

is to elevate humanity from the valley of darkness to

a brightly lit nature. History proves that the

jahiliyyah people who do not have a civilization and

the direction and purpose of life were successfully

brought by the Prophet Muhammad to a new

civilized life that is more advanced, namely the life

that is illuminated by the light of faith and respect

for the dignity of humanity. (Al-Munawar, 2005)

The Qur'an is a guide and demand for the life of

Muslims, both as individuals and as people. As a

guideline and demand for life, the Qur'an is revealed

by Allah not only to be read textually, but the Qur'an

to be understood, lived and practiced in social life.

(Al-Munawar, 2005).

The Qur'an revealed to the Prophet Muhammad

is to elevate humanity from the valley of darkness to

a brightly lit realm. History proves that the

jahiliyyah people who do not have a civilization and

the direction and purpose of life were successfully

brought by the Prophet Muhammad to a new

civilized life that is more advanced, namely the life

that is illuminated by the light of faith and respect

for the dignity of humanity. (Al-Munawar, 2005)

Latin braille writing arose in the middle of the

19th century AD, while arabic braille letters

emerged during periods far apart. Arabic Braille or

Al-Braille appearances Braille starts from Pakistan

and certain Arab countries, in the form of

conceptions that still have to be perfected which

then form the Arabic braille formulation through an

International Conference in 1950 organized by the

United Nations Educational Scientific and Cultural

Organization (UNESCO). This was realized in the

form of Braille Al-Qur'an publishing which was then

disseminated to other countries, including Indonesia.

Braille letters are a type of touch writing system

used by blind people. This system was created by a

Frenchman named Louis Braille who was blind due

to childhood blindness. When he was 15 years old,

Braille made an army post to make it easier for

soldiers to read when it was dark. This article is

called Braille. But at that time Braille did not have

the letter W.

Jamarudin, A., Mujahidin, A. and Darussamin, Z.

Methodology of Braille Qur’an for Indonesian Blind: Learning Methods of the Qur‘an Oldest Braille Al-Qur’an Printing Machine in the World.

DOI: 10.5220/0009937819551961

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1955-1961

ISBN: 978-989-758-458-9

1955

The Braille Qur'an first appeared in Indonesia

around 1954. The Qur'an at the time was an

inventory of the Ministry of Social Affairs (Depsos)

donations from Jordan. However, the braille Koran

was only read in 1964 by a braille typist of the

Yogyakarta Ministry of Social Affairs Supardi Abdi

Somad. After that, the Islamic Blind Foundation

(Yaketunis) wrote it manually, before finally

working with the Ministry of Religion (MORA) to

produce it on a large scale in 1973. The Braille

Qur'an was mass-produced on orders from the

Indonesian Ministry of Religion.

The Braille Qur'an published in Jordan is written

with rasm imla'i or according to the rules of

nahwiyah. Likewise, the Braille Qur'an published in

Pakistan in 1962 also uses rasm imla'i. al-Qur'an

published by Saudi Arabia in 1997, it is also imla'i.

The writing of the Qur'anic verses contained in the

syahriyah al-fajr magazine from Egypt, also follows

rasm imla'i. In Indonesia the Islamic Blind Welfare

Foundation (YAKETUNIS) as the first Qur'anic

publisher used the basics of Braille Al-Qur'an

published by Jordan and Pakistan. The writing

system is the same as the International Braille

Qur'an.

The way of writing (rasm) contained in the

Mushaf ‘Utsmany is different and not the same as

the writing method commonly used in the rules of

imla 'Arabic. Therefore the scholars divided the

method of writing Arabic letters into 2 types: rasm

‘Utsmany and rasm imla'i. The first type is

specifically used to write verses of the Qur'an in

accordance with the Mushaf ‘Utsmany. While the

second is a standard rule commonly used for writing

Arabic words as they are spoken.

For this purpose, the scholars of the Qur'an then

compiled a science known as the science of Rasm al-

Qur'an. Among the works that review this

knowledge are Abu ‘Amr al-Dany and al-Tanzil's

work by Abu Dawud Sulaiman bin Najah.

Writing the Qur'an based on rasm ‘Utsmany has

many lessons - as mentioned by the scholars of

qira'at-. But one of the most important is that with

this method different types of qira 'can be

represented in the Mushaf ‘Utsmany.

It cannot be denied, that there is an attempt to

replace the Rasm system, which is generally

applicable. On the grounds that it will make reading

easier. Although this was later refuted on the basis

that this method was used by the companions to

write the Qur'an in the presence of the Prophet.

Therefore, he is then tauqifiyah. If the reason is to

facilitate reading, then it is refuted by the fact that so

far - since 1400 years -, there have been almost no

significant problems in the midst of the Muslims in

reading the Qur'an, except those that are not have the

desire to study the reading.

The term Ottoman Rasm. 1. Round Sign Only

lies above the divine letters, namely the letters alif,

wau and ya'. It is an additional letter that is not read

as a letter even though when connecting or stopping

reading to it. the wisdom of ziadah (increment) on

something of the purpose of the verse (the vast

powers of God) 2. The height of longitude increases

Only lies above the letter alif if the next letter lines

up. It indicates this letter is an additional letter that is

inscribed (not read as a letter mad) when connecting

the reading and preserving it (read as the letter mad)

when stopping reading it. 3. Continuous sign. This

sign is located above the continuous hamzah letter to

indicate that this letter is memorized from the

reading when connecting the reading. The way to

write this sign is like writing the head of Shod. 4.

Kha letter head mark 'without point. Located above

any one letter to indicate the letter is marked

breadfruit and the sound of the reading is read by

means of izhar by lifting the tongue up. 5. Letters

that are not marked breadfruit. If there are letters

that are not marked breadfruit and the next letter is

marked sabdu then this letter is given to the next

letter by means of Idgham Kamil (entering perfectly)

But there are kalimah that have two faces or types of

reading namely Idgham Kamil or Idgham Naqis like

verse 77 surah Taha. When a letter that is not

marked breadfruit is followed by a letter that has no

syllable, it is given to the next letter by means of

Idgham Naqis (entering imperfectly) or ikhfa 'but it

is not permitted so that it lifts the tongue up (like

izhar) and is not pronounced like the letter next (like

idgham) but between the two and is humming.

Some basic things to know about reading the

Braille Qur'an:

1. Pray first

2. Read from left to right. Unlike Arabic script

(right to left)

3. The order in sequence from left to right are

letters, harokat, letters, harokat, and so on until you

find the wakof sign.

4. The arrangement of the sura is the same as the

arrangement of the Al-Qur'an.

Encrypted Braille Arabic letters in point code.

Like the point on the gaple game, there are six

points.

Several studies have been conducted in relation

to the Braille al-Qur'an. Among other things, as was

done by Muhammad Mustakim and his friends who

ICRI 2018 - International Conference Recent Innovation

1956

examined the Ottoman rasm in the Braille al-Qur'an.

This study resulted in the determination of the

standardization and adjustment of the Braille Qur'an,

at least changes in the reading and writing side.

(Mustaqim & Zarif, 2014)

Ahmad Jaeni worked on a study on the Braille

application of writing the Qur'an which was applied

in Mushhaf Braille Standards. (Jaeni, n.d.). After

that, Jaeni again wrote about the history of the

development of the Braille Qur'an in Indonesia

starting from duplication to standardization, where

this study was limited from 1964 - 1984. (Jaeni,

2015)

The method of reading and writing Braille is one

of the means for blind blind people to get

information and communicate with others who use

tactics. Thus the tactual sensitivity is a demand in

having Braille reading and writing skills. Whereas

the tactual sensitivity is not an automatic matter for

people with visual impairment, but there is a need

for training and or learning for those concerned.

Reading and writing Braille in the beginning as a

basis for Braille reading and writing skills for blind

people, needs to be taught in special schools for

children with visual impairments or the so-called

Blind People's Special School. Blind child teachers

play an important role in learning Braille reading

and writing early, because through learning Braille

reading and writing children with visual

impairments are prepared to have the skills to access

information and communicate.

In this method is a qualitative descriptive

approach, because this approach is appropriate for

holding in-depth understanding and looking for the

meaning of learning the beginning of Braille reading

and writing for blind children. The researcher tried

to understand the meaning of learning events and

their links to the learning of Braille reading and

writing at the beginning of blind children.

Understanding of the learning of early Braille

reading and writing for blind children requires

research that is natural, as is, without manipulation

and or intervention of researchers.

In addition Bogdan and Taylor (1995) have

defined qualitative methodology as a research

procedure that produces descriptive data in the form

of written or verbal words from people and

observable behavior. This approach is directed at the

background and the individual concerned holistically

(intact); therefore with a qualitative approach will be

able to obtain in-depth understanding and

interpretation of the meaning of facts and facts

relevant to the learning of early Braille reading and

writing for the blind.

In the study "Early Braille Reading and Writing

Learning in Blind Children" was studied by sister

Sari Rudiyati at Yogyakarta State University. 2012.

Describe the beginning of learning Braille reading

and writing for children with visual impairment in

the Blind School of Extraordinary, especially in

terms of teacher's perceptions, strategies, special

methods, and equipment used. Subjects of the

Principal's research, teachers and students.

The results showed that there were no

differences in teachers 'perceptions related to teacher

competencies, students' abilities and the importance

of early Braille reading and writing for blind

children. Specific strategy strategies undertaken by

teachers are efforts to compensate for visual

limitations by training non-visual schools, especially

tactics. The special method used by the teacher is to

modify the methods and tools for reading and

writing Braille. The equipment used is waste

material and equipment such as pieces of cloth;

sandpaper with different textures, scissors, thick and

thin paper, grain; letter board / reading or Record

Plank, Reglet and questioner or stylus.

The theoretical framework is the learning

strategy of early Braille reading and writing is an

engineering and careful plan of the interaction

process between students who are blind and their

environment, and or the process of creating an

environmental system which is a set of events

designed to encourage, activate, support and enable

the occurrence of blind children learning Braille

reading and writing beginning; so there is a change

in the behavior of children with visual impairment,

namely having the ability to read and write Braille.

To realize the things mentioned above, according

to several data sources, a teacher needs to have the

skills in choosing and using teaching methods that

are appropriate to the conditions, needs and

environment of blind students. In addition, a teacher

sometimes also needs to use several methods in a

variety of ways, taking into account the accuracy of

the use of some of these methods for the conditions,

needs and environment of the blind students

concerned.

The findings in this research are the beginning of

learning to read and write Braille as well as various

methods. The method of lectures and question and

answer is carried out simultaneously with

demonstration or demonstration methods. For

example, when the teacher explained the position

and configuration of Braille dots while displaying

the Braille points on the letterboard / reading which

is also called "Record Plank". If the blind child does

Methodology of Braille Qur’an for Indonesian Blind: Learning Methods of the Qur‘an Oldest Braille Al-Qur’an Printing Machine in the

World

1957

not have an understanding of what the teacher

explained, then the teacher gives the opportunity for

students to ask the teacher; and then the teacher

answers the student's question.

After the blind student understands, the teacher

then gives a certain task so that blind students are

active in learning to read and write Braille. For

example, the teacher decides slowly, blind students

write what the teacher decides, then the teacher asks

blind students to take turns reading what the blind

students have written. If there is a mistake the

teacher explains where the mistake is and at the

same time corrects it, then blind students are asked

to correct; but if the blind student has carried out the

task correctly, the teacher then gives a "reward" by,

among other things, tapping the student's shoulder

while saying "right!", "smart!", or "good!".

In addition to the above, the teacher also uses

training methods, namely ways to teach to condition

or instill a habit of reading and writing Braille to

blind students to gain skills or skills in reading and

writing Braille. For example the teacher gives an

explanation of how to put paper in the reglet, how to

insert a pen or "stylus" on a relget that already has

paper; then the child practices himself supervised by

the teacher concerned. If students with visual

impairments cannot be repeated until they can; and

if it is possible then the teacher starts asking blind

students to write simple words or sentences. Blind

students are asked to read the results of their writing

by reversing the position of the paper, the teacher

supervises the way blind students read the Braille

while explaining how to read well, which is, among

other things, lightly touching from left to right.

2 GOVERNMENT AND WRITING

CONTRIBUTION OF

AL-QUR`AN BRAILLE IN

INDONESIA

From the results of research on the writing of the

Braille Qur'an in Indonesia is to use the same rasm

which follows the rules nahwiyah. This is a middle

east ulama agreement. Thus the HR paperwork.

Rasyikin delivered in the third Muker in 1977, that

UNESCO printed the Braille Al-Qur'an with rasm

Utsmany and sent it to Islamic countries including

Indonesia needs to be tested for truth. Based on

these examples of Braille Arabic writing from

several Islamic countries, the Islamic Blindness

Welfare Foundation (YAKETUNIS) ventured to

write the Qur'an and publish the braille Qur'an.

The Indonesian Ministry of Religion supports the

steps of Yaketunis by assigning 16 civil servants to

the publication of the Braille Qur'an. Since then,

Yaketunis began sending Braille al-Qur'an to several

blind education institutions in Indonesia. Drs Fuady

Azis compiled a braile qawa'idul Imla 'Lil kitabati

arabic writing book al' arabiyati annafirati volume I

in 1969, and this is the first Arabic Braille writing

guidebook in Indonesia.

The development of the Braille Qur'an has

received a positive response from the government

and the user community. In 1971 the Government in

this case the Ministry of Religion, mentashih al-

Qur'an published by Yaketunis. Yaketunis also sent

two Juz namely juz 1 and juz 30 to Saudi Arabia for

ditashih. The correction from Saudi Arabia is in the

writing of lafaldArrahman. Next, the Indonesian

Ministry of Religion.provide additional assistance to

employees up to 56 civil servants and operational

costs. In 1973, Yaketunis received the assistance of

three Braille electric machine corporations from the

Department of Religion of the Republic of

Indonesia. The typewriter looks like an ordinary

typewriter but produces Braille and uses electricity.

This increased capacity in the publication of the

Braille Qur'an. In 1974, the Government provided

thermoform assistance from the Indonesian Ministry

of Religion. In successive years 1974 - 1977

Yaketunis published al-Qur'an Braille every year

about 250 sets of the Koran with a budget project for

the procurement of the Koran. The Qur'an is sent to

all blind institutions in Indonesia and even to

Malaysia. In 1976 the Malaysian Government sent

two blind people through the Tengku Abdurrahman

Foundation to study the Koran Braille in Indonesia,

then the Indonesian Government in this case the

Ministry of Religion of the Republic of Indonesia

provided scholarships to the two blind people:

Muhammad Nur bin AwangNgah and Hamzah bin

Ammah to study the Braille Qur'an in Yaketunis for

two years.

There were about 6 Mushaf printed in Indonesia

in the period 1984 to 2003 (around 20 years),

Including: Indonesian Standard Quran manuscripts,

1973-1975, Indonesian Standard (Bahriyah) Mushaf,

1991, Mushaf al Bombay Quran Published by PT

Karya Toha Putra, 2000, Al-Quran manuscripts by

Ustad Rahmatullah, 2000, 29 Al-Quran manuscripts

by Safaruddin, 2001, and Qur'an published by Karya

Insan Indonesia, Jakarta, 2002. Since the 2000s,

some publishers who originally only published

religious booksand they have succeeded in their

fields, began to be interested in publishing.

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Mushaf, namely Mizan, Syamil, Serambi, Gema

Insani Press, and Al-Kautsar Library. In fact, some

of them were originally successful book publishers,

namely Tiga Serangkai, Cicero, and Masscom

Graphy.

Print Manuscripts of 2004-Present In this era, the

development of mushaf printing is increasing

rapidly. This is marked by the emergence of

variations in the appearance of the manuscripts of

the Koran that are adapted to the reader segment,

such as children, women, fiqh reviewers or ushul

fiqh, scientific, and others so. After the publication

of the Standard Manuscripts, publishers of the 1980

manuscripts until the early 2000 generally continued

the long tradition of producing manuscripts. A new

era in the production of manuscripts began to

emerge since the early 2000s, when computer

technology was advancing. Since then, publishers.

Modify the calligraphy of the Mushaf Madinah

written by khaththath man Usman Thaha. The type

of writing from the Syrian calligraphers is famous

for beautiful and beautiful. The first Mushaf

publisherwhich modifies calligraphy Ustman.

Thaha is the publisher of Diponergoro, Bandung.

Further developments can be seen from the creation

by giving special colors,not only the words "Allah"

or "rabb", but the clapping of verses.

certain pieces. For example, verses that contain

prayers, verses, and verses about women. A

publisher in Bandung blocks special verses about

women in purple. Furthermore, the publisher also

added limiting paper, a description of the letters, the

verses of the prayer rug, the recitation of tilawah

prayer paper, al-ma’tsurat, asbabun nuzul,

interpretation, hadith and so on. This development is

also increasingly coloring into the world of children.

For example, the publisher Mizan published I Love

My Quran, an Al-Quran and a translation in a set,

with illustrations that are unique to children.

Recently published The Miracle: the Rference,

Syamil publication, which is equipped with audio-

pen which when touched to the verse or word of the

Koran is desired, then the pen will emit a recording,

according to the word indicated. The publishers

continue to innovate in offering the advantages of

each Mushaf. If there had been al-Quran "7 in 1",

now appears "22 in 1".

Advantages offered are; tafsiriyah translation,

key words, asbabun nuzul, interpretation of several

mufassir, hadith, and so on until it reaches 22 points

3 RESULT AND DISCUSSION

Copying the Qur'an has traditionally continued

until the end of the century-19 or the beginning of

the 20th century which took place in various

important cities or regions of Islamic society in the

past, such as Aceh, Padang, Palembang, Banten,

Cirebon, Yogyakarta, and others. The legacy of the

past is now stored in numerous libraries, museums,

boarding schools, heirs, and collectors in large

numbers.

Even so, we don't find The Qur'an of the century-

13 that, and The oldest Qur'an from the archipelago

is knownuntil recently it came from the end of the

16th century. The technique of copying the Koran in

Indonesia began with the method of handwriting.

This period had begun since the 13th century AD,

and gradually entered the era of printing.

Efforts to maintain and safeguard the sanctity of

the Koran from printing errors, through the

examination phase by the Koran checking

committee namely Mushaf al-Quran Committee,

which was established on October 1, 1959. To

facilitate this task, the Lajnah published a Mushaf

standard. There are three types of standard

manuscripts, namely:

1) Manuscripts of al-Quran Braille for blind people.

This manuscript uses Arabic Braille as decided

by the International Conference of Unesco 1951,

namely al-Kitabah al- ‘Arabiyyah al-Nafirah. In

2011, the Ministry of Religion published the

Guidelines for Reading and Writing Al-Braille

Qur'an. Year 2012 has compiled and published

Juz 1 -15. In 2013, the Ministry of Religion

compiled and published the 16th juz – 30

2) Mushaf al-Quran Bahriyyah which tends to have

R a s ma l-Imla'i. Type This manuscript was

taken from a Turkish manuscript that had very

beautiful calligraphy. At the front of the Mushaf

it is written "Manuscript Verse of the Ministry of

Religion", meaning that this manuscript is

patterned as 'corner verse' (or 'corner verse'), ie

each page, in the lower-left corner or corner,

ends with a verse ending. This manuscript was

also chosen because it was familiar among the

people of Indonesia, especially among the

memorizers, since its inception at the end of the

16th century inOttoman Turks. In Turkey, this

type of mushaf is called "surekenar "

3) Al-Quran Mushaf Rasm al - Mani Ottoman. This

decree is based on the Mushaf Bombay, because

it's familiar in Indonesian society. It can be said,

Methodology of Braille Qur’an for Indonesian Blind: Learning Methods of the Qur‘an Oldest Braille Al-Qur’an Printing Machine in the

World

1959

thus, that this Mushaf became a kind of "official

edition" of the Indonesian Ministry of Religion.

The size of the manuscript is 24 x 16 cm, 2.5 cm

thick, blue skin color with golden writing. At the

front there is a speech by the Minister of

Religion Prof. Dr. H. Said Agil Husin Al

Munawwar, MA. The tashih sign was signed by

H. Fadhal Abdurrahman Bafadal (Chair of the

Al-Quran Mushaf Al-Quran) and H. Muhammad

Shohib Tahar (Secretary), dated April 21, 2004.

There are three parties who usually sponsor the

writing of Indonesian Manuscripts, namely:

kingdom, pesantren, and social elite. In ancient

times, many manuscripts were written by scholars or

artists at the behest of the king. Besides that,

pesantren also play an important role in the writing

of the Koran. For example, mushaf are in the Tegal

Sari boarding school, Ponorogo, East Java, Buntet

Islamic boarding school in Cirebon, and others.

As for the social elite such asManuscript Ibn

Sutowoand finally at-Tin Mushaf at the behest of

HM Suharto, former Republic of Indonesia

president. The copying of the Koran is carried out by

various layers of Islamic society, both professional

copyists, santri, and ulama. At the beginning of the

19th century Abdullah bin Abdul Kadir al-Munsyi

was one of the earliest people who copied the Koran.

The santri in various pesantren copy the Koran

especially for the sake of teaching. Meanwhile, some

well-known scholars are also said to have copied the

Koran.

Copying was also carried out by ulama or

students who were deepening their religious

knowledge in Mecca. In the 16th to 19th centuries

M, Mecca besides functioning as a place for

performing Hajj, is also the center of Islamic studies

4 CONCLUSION

a. Strategies that are carried out a) choose and use a

variety of teaching methods in accordance with

the conditions, needs and environment of blind

students, b) use various methods in a variety of

ways. c) Correcting errors and providing

"rewards" for blind people who have succeeded

in achieving progress, and d) using functional-

individual teaching approaches by considering

the limitations, disabilities and or learning

constraints faced, as well as limited visual

compensation efforts by training non-students

visuals, especially through time and practice

before teaching Braille reading and writing.

b. Indonesian standard Braille Qur'an uses Rasm

Utsmaniyyah, things that make it difficult make

it easier to use rasm imlaiyah

c. The standard Braille Qur'an is converted into

Rasm Imla'i which means according to the

Qur'an published by Yaketunis or numerous

international publications.

 

 

 

 















 

















 





















































d. The Qur'an which is similar to the International

Qur'an is easy to read and does not burden blind

people in the sense that blind people only need to

learn a Braille Arabic writing system that can be

used for al-Hadith, arabic and Indonesian

blindness to communicate with the international

community because al The Qur'an was revealed

in the Arab country.

REFERENCES

Al-Munawar, S. A. H. 2005. Actualization of the Qur'anic

Values in the Islamic Education System. PT. Ciputat

Press. Ciputat

Jaeni, A. (n.d.). Braille Application in Writing the Qur'an

Study of Indonesian Braille Standard Manuscripts,

Page. 19-34.

Jaeni, A. 2015. History of Braille Qur'anic Development

in Indonesia History of Al-Quran Braille in Indonesia.

Suhuf, 8 (1), Page 45-67.

Mustaqim, M., & Zarif, M. N. J. 2014. Towards an

Uthmanic Model of Quranic Orthography in Braille.

Gjat,4(1),Page.41-48.

https://doi.org/10.7187/GJAT532014.04.01

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Sage Publication, Inc. USA

Silverman, David. (1993). Interpreting Qualitative Data.

California, Sage Publications, Inc. USA

Sumarno, Dwijo and Purwanta HK. 1986. Guidelines for

Writing Braille I. Special Education Teacher School.

Yogyakarta.

Hallahan and Kauffman. 1978. Exceptional Children.

(Intruduction to Special Education). Pretice Hall.

Neww York.

Lincoln, YS. Try EG. 1995. Naturalistic Inquiry. Sage

Publication. New Delhi

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Lexy J. Moleong. 1988.. Qualitative Research

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Methodology of Braille Qur’an for Indonesian Blind: Learning Methods of the Qur‘an Oldest Braille Al-Qur’an Printing Machine in the

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