Vol. 8, No. 4, 2022, pp. 1268-1280 DOI: https://doi.org/10.29210/ 020232158 Contents lists available at Journal IICET JPPI (Jurnal Penelitian Pendidikan Indonesia) ISSN: 2502-8103 (Print) ISSN: 2477-8524 (Electronic) Journal homepage: https://jurnal.iicet.org/index.php/jppi 1268 Pedagogic competence of teachers in religious moderation-based islamic education for disabled students Mindani Mindani *) , Hengki Satrisno, Nova Asvio Universitas Islam Negeri Fatmawati Sukarno Bengkulu Article Info ABSTRACT Article history: Received Oct 10 th , 2022 Revised Nov 12 th , 2022 Accepted Des 12 th , 2022 This study explored: 1) the understanding and skills of teachers in managing PAI learning based on religious moderation for people with disabilities; 2) the form of religious moderation in the teaching of PAI based on religious moderation for people with disabilities; and 3) factors that influence the teaching of religious moderation in religious moderation-based PAI teaching for people with disabilities. A descriptive qualitative field research method was used in this study. The participants of this study were teachers of Islamic religious education and children with special needs at SLB Negeri 1, 2, and 3 Special Schools in the city of Bengkulu. The results of the study revealed that: 1) The ability of teachers in carrying out learning was quite good; 2) The forms of religious moderation that are accustomed to the extraordinary schools of Bengkulu city, including attitudes of tolerance, tolerance, egalitarian (equality), caring (empathy), compassion and mutual help or mutual assistance, and responsibility; and 3) Factors that influence the implementation of Islamic religious education learning activities based on religious moderation for the disabled at special schools in Bengkulu city, including supporting factors (stakeholder commitment, facilities, and infrastructure, rules and curriculum) and inhibiting factors (knowledge, parental commitment), and teacher commitment. Keyword: Pedagogic competence Religious moderation Disabled students © 2022 The Authors. Published by IICET. This is an open access article under the CC BY-NC-SA license (https://creativecommons.org/licenses/by-nc-sa/4.0) Corresponding Author: Mindani Mindani, Universitas Islam Negeri Fatmawati Sukarno Bengkulu Email: mindani@iainbengkulu.ac.id Introduction Teachers in carrying out their duties as educators are required to have and meet competency requirements in accordance with applicable education standards in Indonesia. As stated in the Law on Teachers and Lecturers, teachers are required to have academic qualifications, competencies, and educator certificates, physically and mentally healthy, and have the ability to realize national education goals. The competencies include pedagogic, personality, social, and professional competence obtained through professional education (Undang-Undang Tentang Guru Dan Dosen, 2005). Pedagogic competence is one of the essential competencies of the educational component. This competency contains theories and concepts related to educational science(Cleovoulou et al., 2022). Among them are teachers' understanding related to curriculum, methods, media, evaluation, educational psychology, and concepts about student growth and development. In addition, this competency makes a teacher know and understand students in-depth which includes understanding students by utilizing the principles of cognitive development, and personality principles, and identifying students' initial teaching provisions(Firman et al., 2022; Hidayat, 2019; Mardiyansyah et al., 2022; Sari et al., 2022; Strom & Martin, 2022). Furthermore, the