Inclusive Education Based on Islamic Values: A Case Study at Madrasah Diniyah Takmiliyah Awaliyah Syamtalira Aron, North Aceh
Main Article Content
Fathin Isnani
Dewi Astuti
Muhammad Rizky Azdillah
Ayesha Fakhar Naeem
Inclusive education is a vital approach to ensuring equitable access to learning opportunities for all students, including those enrolled in non-formal Islamic educational institutions. Yet, the consistent role of Islamic Religious Education teachers in applying inclusive principles within madrasah diniyah remains insufficiently explored. This study adopts a qualitative methodology with a case study design, conducted at Madrasah Diniyah Takmiliyah Awaliyah (MDTA) Syamtalira Aron in North Aceh. Participants included asātiżah (teachers), santri (students), and institutional administrators, selected through purposive sampling. Data were gathered via in-depth interviews, non-participant observations, and document analysis, and analysed using the Miles, Huberman, and Saldaña model, comprising data condensation, data display, and conclusion drawing/verification. Credibility was ensured through triangulation of sources and methods. Findings indicate that teachers at MDTA Syamtalira Aron consistently implement inclusive education despite facing challenges such as limited infrastructure, insufficient training, and inconsistent parental support. Inclusive practices are evident in adaptive teaching strategies, personalized support for students with learning difficulties, and the integration of Islamic values—including tawhid (oneness of God), justice, compassion, brotherhood, and empathy. Inclusive education at MDTA not only improves access to learning but also contributes to students’ moral development and encourages teachers to enhance their professional competence. Conceptually, this study frames inclusive education from an Islamic perspective as a synthesis of pedagogical strategy and spiritual values. Practically, it offers a contextual implementation model for madrasah diniyah operating with limited resources.
Al-Attas, S. M. N. (1999). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. International Institute of Islamic Thought and Civilization (ISTAC).
Amalia, N., & Kurniawati, F. (2021). Studi Literatur: Peran Guru Pendidikan Khusus di Sekolah Inklusi. Jurnal Kependidikan, 7(2), 361–371. https://doi.org/10.33394/jk.v7i2.3730.
Aziz, A. F., Duryat, M., & Alpan, A. (2024). Pendidikan Inklusi: Mewujudkan Kesetaraan dan Keadilan dalam Pendidikan. Penerbit Adab.
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Baepler, P., Walker, J. D., Brooks, D. C., Saichaie, K., & Petersen, C. I. (2023). A guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Routledge. https://doi.org/10.4324/9781003442820.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Deming, W. E. (1986). Out of the Crisis. MIT Press.
Hanaa, H., & Evani, E. M. (2022). Peran Penting Guru Pembimbing Khusus dalam Pendidikan Inklusi di SDI Al-Muttaqin. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 8(3), 167–171. https://doi.org/10.26740/jrpd.v8n3.p167-171.
Halstead, J. M., & Taylor, M. J. (2000). Learning and Teaching About Values: A Review of Recent Research. Cambridge Journal of Education, 30(2), 169–202. https://doi.org/10.1080/713657146.
Judijanto, L., & Caroline, C. Aminudin, M. D. (2025). Strategi Pendidikan Inklusif: Studi Literatur tentang Upaya Mengatasi Kesenjangan Pendidikan di Berbagai Negara. Jurnal Ilmiah Edukatif, 11(1), 10-25. https://journal.iaisambas.ac.id/index.php/edukatif/article/view/3521.
Karya, B. (2022). Implementasi Kebijakan Pendidikan Inklusif Sekolah Dasar. Penerbit NEM.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. SAGE Publications.
Misrina, M., Nasir, K., & Diana, D. (2024). Analisis Konsep dan Peran Pendidikan Karakter dalam Pengembangan Sikap Santri: Studi Literatur dalam Konteks Madrasah. AHDÃF: Jurnal Pendidikan Agama Islam, 2(1), 67-80. https://doi.org/10.47766/ahdf.v2i1.2393.
Moleong, L. J. (2017). Metodologi Penelitian Kualitatif (Edisi Revisi). Remaja Rosdakarya.
Paramansyah, A., & Parojai, M. R. (2024). Pendidikan Inklusif dalam era Digital. Penerbit Widina.
Peraturan Menteri Agama Nomor 13 Tahun 2014 tentang Pendidikan Madrasah Diniyah Takmiliyah.
Permendiknas Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.
Rahman, R., Rukajad, A., & Ramdhani, K. (2024). Peran Guru Pendidikan Agama Islam dalam Membentuk Karakter: Kajian Literatur Pembentukan Karakter Santri di Sekolah. Al-Ulum Jurnal Pemikiran Dan Penelitian KeIslaman, 11(3), 309-320. https://doi.org/10.31102/alulum.11.3.2024.309-320.
Salabi, A. S. (2023). Promoting Inclusive Education: Enhancing the Quality and Addressing Challenges in Teaching Islamic Religious Education to Children with Special Needs. Idarah (Jurnal Pendidikan Dan Kependidikan), 6(2), 213–226. https://doi.org/10.47766/idarah.v6i2.417.
Syaifudin, M. (2021). Implementasi Pendidikan Inklusif di Madrasah Ibtidaiyah di Jawa Timur. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 11(2), 184-200. https://doi.org/10.54180/elbanat.2021.11.2.184-200.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Ascd.
UNESCO & UNICEF. (2024). Building Strong Foundations: How to Include the Whole School in Foundational Education for Health and Well-Being. https://doi.org/10.54675/XFFX8745.
UNESCO. (2009). Policy Guidelines on Inclusion in Education. https://unesdoc.unesco.org/ark:/48223/pf0000177849.
Wahib, A., Zaini, M., & Asnawan, A. (2023). Management of Quality in Madrasah Education Based on Religious Moderation and Inclusive Education in Indonesia. EDUKASIA Jurnal Pendidikan dan Pembelajaran, 4(2), 909-920. https://doi.org/10.62775/edukasia.v4i2.372.
Wardhani, M. K. (2020). Persepsi dan Kesiapan Mengajar Mahasantri Guru terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(2), 152–161. https://doi.org/10.24246/j.js.2020.v10.i2.p152-161.
