This research aims to describe the divergent thinking ability of students in economic mathematics learning through CEM learning (C-learning, E-learning, M-learning) at Universitas Pamulang which supplies blended learning at Accounting Department, Faculty of Economy. The components used to find out the students’ ability of divergent thinking are fluency, flexibility, originality, and elaboration. This research applies qualitative approach by using descriptive method. The subjects of this research are accounting students who are taking Economic Mathematics, which uses CEM Learning (c-learning, e-learning, and m-learning) at Universitas Pamulang. The samples are taken by purposive sampling method. The data are taken by giving them Economics Mathematical test, analysing the tests’ results, grouping students to be interviewed related to the tests’ results. The interview is aimed to clarify the test results related to problem solving the economic mathematics test in divergent thinking. The data are analyzed by using triangulation technique. The findings show that CEM-learning (c-learning, e-learning, and m-learning) in students’ initial ability is fairly good. This is proven by the results of economic mathematical test in the, which are in the intermediate level, which was to formulate more than one ways to finish statistical test or problem. However, they were not able to answer on their ways. The components absorbed were fluency, originality, and elaboration

Penelitian ini bertujuan untuk mengetahui metode yang digunakan guru Pendidikan Agama Islam (PAI) untuk menyampaikan materi pelajaran agama Islam khususnya materi shalat terhadap anak tunanetra, tunarungu, tunagrahita di SLB Negeri 1 Bantul Yogyakarta , serta untuk mengetahui hasil pelajaran agama islam materi shalat. Penelitian ini menggunakan pendekatan kualitatif,  menggunakan tekhnik analisis deskriftif kualitatif.Hasil penelitian ini menunjukan bahwa: (1) metode mengajar PAI yang diberikan di SLB Negeri 1 Bantul Yogyakarta sama dengan metode mengajar yang diberikan pada sekolah-sekolah anak normal, walaupun metode ceramah, metode tanya jawab, dan metode demostrasi yang sudah biasa digunakan guru PAI dalam sehari-harinya sudah diterapkan dengan maksimal namun tetap mendapatkan kendala diantaranya karena faktor keadaan peserta didik, latar belakang peserta didik dari segi agama keluarga, sehingga mempengaruhi hasil pembelajaran. Metode khusus penyampaian pelajaran agama Islam untuk tunanetra dan tunagrahita belum ditemukan sedangkan tunarungu menggunakan metode khusus metode isyarat dan metode oral. (2) hasil dari metode pembelajaran PAI yang diperoleh peserta didik masih dalam kategori kurang maksimal dikarenakan keadaan peserta didik dan variasi yang digunakan guru PAI adalah metode bermain dan bernyanyi.Kata Kunci: Metode Pembelajaran Shalat, Anak Berkebutuhan Khusus (Tunanetra, Tunarungu, Tunagrahita)