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All Journal Walada: Journal of Primary Education Al-Munawwarah : Jurnal Pendidikan Islam
Laili Sulistiana
Universitas Islam Negeri Mataram
Education Social Sciences Other

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Implementasi Kurikulum Pendidikan Agama Islam bagi Anak Berkebutuhan Khusus di Sekolah Inklusif Sekolah Dasar Islam Terpadu Abata Lombok Sri Panca Aryaningsih; Aisyah Aisyah; Laili Sulistiana; Akhmad Syahri; Mustain Mustain
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/almunawwarah.v18i1.554

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan mendeskripsikan implementasi kurikulum Pendidikan Agama Islam (PAI) bagi Anak Berkebutuhan Khusus (ABK) di SD IT Abata Lombok. Fokus utama penelitian terletak pada bagaimana kreativitas pedagogik guru mampu menyiasati keterbatasan kurikulum nasional yang kaku melalui pendekatan yang fleksibel. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan tiga temuan utama: (1) Perencanaan dilakukan melalui asesmen diagnostik yang mengklasifikasikan ABK menjadi kategori ringan, sedang, dan berat, serta penentuan individual goals (garis finish yang berbeda); (2) Pelaksanaan pembelajaran menerapkan konsep "Pedagogi Fleksibilitas Berbasis Minat" dan Differentiated Instruction, di mana guru melakukan modifikasi instruksional spontan dengan memanfaatkan media konkret seperti lingkungan alam, (3) Sistem evaluasi menggunakan model "Promosi Otomatis" yang didukung oleh pemantauan progresif harian melalui dokumentasi visual (foto/video) yang dilaporkan secara personal kepada orang tua. Penelitian ini menyimpulkan bahwa kunci keberhasilan inklusi di sekolah dengan keterbatasan tenaga profesional terletak pada sinergi tripartit (guru, terapis, orang tua) dan fleksibilitas manajerial yang berpusat pada fitrah unik setiap anak.
KONSTRUKSI, BIAS, DAN REKONSTRUKSI GENDER DALAM PENDIDIKAN ISLAM UNTUK MEWUJUDKAN PENDIDIKAN YANG RESPONSIF GENDER Laili Sulistiana; Era Mutiara Pertiwi; Gazi Saloom; Fathurrahman Muhtar; Ismailthoib
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.553

Abstract

Gender equality in education is a central agenda within the Sustainable Development Goals (SDGs), particularly in ensuring inclusive and equitable quality education. However, significant challenges persist, especially in developing countries, where social norms, cultural structures, and unequal access continue to shape gender disparities. In the context of Islamic education, gender issues become more complex due to the interaction between religious texts, interpretations, and socio-cultural practices. This study aims to analyze the construction of gender concepts in Islamic education, identify forms of gender bias, and explore strategies for developing gender-responsive Islamic education. This research employs a qualitative approach based on library research, collecting data from scholarly literature, including books, journal articles, and policy documents. Data were analyzed using content analysis in stages: categorization, interpretation, and synthesis. The findings reveal that gender construction in Islamic education is not solely derived from normative religious texts but is significantly influenced by socio-cultural contexts, resulting in dualistic gender roles. Gender bias manifests in curricula, pedagogical practices, and institutional structures, often in both explicit and implicit forms. Despite these challenges, there is a growing transformation toward more inclusive practices, although it remains non-linear and faces cultural and ideological resistance. This study proposes an integrative reconstruction model of Islamic education based on three dimensions: theological reinterpretation, pedagogical transformation, and institutional reform. This model offers a comprehensive framework for promoting gender-equitable and inclusive Islamic education.
Co-Authors Aisyah Aisyah Akhmad Syahri Era Mutiara Pertiwi Fathurrahman Muhtar Gazi Saloom Ismailthoib Mustain Mustain Sri Panca Aryaningsih