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All Journal Indonesian Journal of Islamic Education Studies (IJIES) Indonesian Journal of Islamic Education Studies (IJIES)
Mahfuzah Mohammed Zabidi
Akademi Pengajian Islam Kontemporari, Universiti Teknologi MARA, Shah Alam
Education Other

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Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Abstract

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.
Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Abstract

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.
Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Abstract

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.
Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Abstract

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.
Co-Authors Ali Dani Muh Yusuf Hidayat Muhammad Qaddafi