<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran inklusif dalam meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di SLB Taman Pendidikan Islam Medan Amplas. Penelitian dilatarbelakangi oleh pentingnya pendidikan inklusif sebagai upaya pemenuhan hak belajar yang setara bagi seluruh peserta didik, termasuk siswa berkebutuhan khusus, sesuai dengan prinsip keadilan, kesetaraan, dan nilai-nilai Islam. Fokus penelitian mencakup strategi guru dalam merancang dan melaksanakan pembelajaran inklusif, faktor pendukung dan penghambat, serta dampaknya terhadap hasil belajar siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian guru PAI, siswa reguler dan berkebutuhan khusus, serta kepala sekolah. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembelajaran inklusif dilakukan melalui tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi pembelajaran berbasis diferensiasi. Guru menerapkan strategi pembelajaran individual, pengelompokan fleksibel, penggunaan media visual, audio, dan kinestetik, serta penilaian autentik berbasis proses dan portofolio. Faktor pendukung meliputi dukungan kebijakan sekolah, kesiapan guru, sarana-prasarana, dan dukungan orang tua, sedangkan hambatan meliputi keterbatasan waktu, rasio guru-siswa, perbedaan kemampuan siswa, dan keterbatasan media khusus. Implementasi pembelajaran inklusif terbukti meningkatkan hasil belajar siswa pada aspek kognitif, afektif, dan psikomotorik. Penelitian ini menyimpulkan bahwa pembelajaran inklusif pada mata pelajaran PAI efektif dalam meningkatkan hasil belajar siswa secara holistik dan mendukung terwujudnya pendidikan Islam yang adil dan ramah bagi semua peserta didik. This study aims to describe the implementation of inclusive learning in improving students’ learning outcomes in Islamic Religious Education (PAI) at SLB Taman Pendidikan Islam Medan Amplas. The study is motivated by the importance of inclusive education as an effort to provide equal learning rights for all students, including those with special needs, in accordance with the principles of justice, equality, and Islamic values. The focus of the study includes teachers’ strategies in designing and implementing inclusive learning, supporting and inhibiting factors, and its impact on students’ learning outcomes. This study employed a descriptive qualitative approach involving Islamic Religious Education teachers, regular students, students with special needs, and the school principal as research subjects. Data were collected through observation, in-depth interviews, and documentation. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the implementation of inclusive learning was carried out through three stages: planning, implementation, and evaluation based on differentiated instruction. Teachers applied individualized learning strategies, flexible grouping, various learning media such as visual, audio, and kinesthetic media, and authentic assessment emphasizing processes and portfolios. Supporting factors included school policy support, teacher readiness, adequate facilities and infrastructure, and parental support, while inhibiting factors included limited time, imbalance in teacher-student ratio, differences in students’ abilities, and limited special learning media. The implementation of inclusive learning significantly improved students’ cognitive, affective, and psychomotor learning outcomes. This study concludes that inclusive learning in Islamic Religious Education is effective in improving students’ holistic learning outcomes and supports the realization of fair and inclusive Islamic education for all learners.]]>
