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All Journal Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Agus Darmawan
Institut Agama Islam YPBWI Surabaya
Religion Humanities Education Social Sciences Other

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Reconstructing Democratic Inclusive Education Through National Culture and Humanistic Values: A Critical Interpretive Synthesis from Indonesia Mukhammad Wahyudi; Agus Darmawan; Sevilla Dian Mumtaz
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i02.1693

Abstract

Inclusive education in Indonesia faces persistent tension between global normative commitments and systemic implementation gaps, compounded by efforts to align international inclusion frameworks with the constitutional ethos of Pancasila and Bhinneka Tunggal Ika, Indonesia's foundational principles of unity in diversity. Disability-centered models have largely failed to accommodate Indonesia's democratic and cultural specificities, leaving a conceptual void in policy and pedagogical practice. This study reconstructs inclusive education as a democratic, cultural, and humanistic project through Critical Interpretive Synthesis (CIS). This methodology generates interpretive and theory-building outputs from qualitative and mixed-methods evidence, and was applied to 111 studies published between 2014 and 2026. The synthesis yielded a conceptual model termed culturally grounded democratic humanism, integrating four constructs: inclusivity, democratic education, national culture and local wisdom, and humanistic character. Three core propositions are advanced. First, national cultural frameworks, Pancasila, Bhinneka Tunggal Ika, gotong royong (communal cooperation), and local wisdom function not as curricular ornaments but as an ethical grammar that structures institutional governance, social relations, and learning design. Second, humanistic character constitutes the internal telos of inclusive education, operationalized through five capacities: relational dignity, critical empathy, cooperative solidarity, dialogical courage, and ethical responsibility. Third, the model bridges critical inclusive theory, Indonesian constitutional values, and humanistic pedagogy into a coherent architecture, avoiding both abstract universalism and cultural parochialism. The framework offers a culturally grounded alternative to disability-based paradigms and a testable conceptual architecture for inclusive education policy, school governance, and pedagogical practice across Indonesian educational levels and comparable democratic-pluralist societies
ENHANCING STUDENT ENGAGEMENT IN ISLAMIC CULTURAL HISTORY USING ZEP QUIZ AT MA DARUL ULUM WARU, SIDOARJO Zahro Nur Laili Hanifah; Agus Darmawan; Zaini Tamim AR
Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Vol. 16 No. 1 (2026): June
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jtipai.v16i1.20421

Abstract

Abstract: The rapid development of digital technology has demanded innovation in Islamic Religious Education (PAI), particularly in the subject of Islamic Cultural History (SKI), which is often perceived as monotonous and less engaging, resulting in low student participation. This study aims to analyze the effectiveness of the online educational game Zep Quiz in enhancing students’ activeness and understanding of Islamic values at MA Darul Ulum Waru. The research employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation involving the SKI teacher, students, the Vice Principal for Curriculum Affairs, and the principal. The findings indicate that the implementation of Zep Quiz created a more interactive, participatory, and enjoyable learning environment. Students’ activeness increased through engagement in competitive quiz activities, group discussions, and more enthusiastic responses to the material. In addition to improving cognitive understanding, the use of the educational game facilitated the internalization of values such as perseverance, exemplary conduct, and Islamic spirit. Despite technical challenges, including internet connectivity and limited devices, this innovation is considered relevant to the characteristics of digital-native learners. The author argues that integrating online educational games into PAI instruction represents an effective and contextual pedagogical strategy to enhance learning quality in the digital era. Keywords: online educational games, PAI learning innovation, digital era, and Zep Quiz
Co-Authors Mukhammad Wahyudi Sevilla Dian Mumtaz Zahro Nur Laili Hanifah Zaini Tamim AR