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Dyslexia affects the student population in Indonesia, yet narrative writing learning strategies integrated with local religious values remain limited. This study aims to develop learning strategies that integrate multisensory approaches with religious values of patience to improve narrative writing skills of dyslexic students in Indonesian language. The research employed a mixed-methods sequential explanatory design with 50 dyslexic students in grades 4–6 from elementary schools in Jember Regency (25 experimental, 25 control) and qualitative informants including students, teachers, and parents. The intervention was conducted over 6 months using the SABANA Model (Sabar/Patient, Bertahap/Gradual, Naratif/Narrative). Results identified four clusters of dyslexic students’ writing abilities: orthographic (30%), syntactic (28%), semantic (25%), and multiple (17%). The SABANA Model showed significant effectiveness with writing scores improving from 67.8 to 89.3 (Cohen’s d = 1.92), compared to the control group which only increased from 66.4 to 71.2 (d = 0.37). Patience value internalization increased from 2.3 to 4.1 (p < 0.001) with five main themes identified. The SABANA Model proved effective with 92% sustainability at 3-month follow-up, not only improving academic abilities but also developing student resilience and learning motivation. This research provides theoretical contributions in the form of an integrated learning framework, practical contributions in the form of concrete models for teachers, and policy recommendations for inclusive curriculum development.
Nugraheni et al. (Sun,) studied this question.