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All Journal EDUJAVARE: International Journal of Educational Research
Andi Fitriani Djollong
University of Muhammadiyah Parepare
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role Of Islamic Religious Education Teachers In Improving The Spiritual Intelligence Of Students In Elementary School (Case Study at SDN 003 North Bontang, East Kalimantan) Rusliana; Andi Fitriani Djollong; Sumadin; Amir Patintingan
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1701

Abstract

Education is directed not only toward cognitive strengthening but also toward the development of religious-spiritual strength, self-control, and noble character, positioning spiritual intelligence as a central aim of Islamic Religious Education (IRE) in elementary schools. This study aims to describe the condition of students’ spiritual intelligence, to analyze the role of IRE teachers in enhancing that intelligence, and to identify the supporting and inhibiting factors of that role at SDN 003 North Bontang. A qualitative case study design was employed. Data were collected through in-depth interviews with the principal, the vice-principal for curriculum, IRE teachers, classroom teachers, and students, complemented by participatory observation and documentation study. Data validity was established through source, technique, and time triangulation, while data were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that students’ spiritual intelligence is evident in their awareness of worship, honesty, patience, empathy toward others, and the ability to derive meaning from life events, although development remains uneven across students. IRE teachers function as educators, role models, motivators, guides, and evaluators through meaningful instruction, exemplary worship practice, reinforcement of intrinsic motivation, personal guidance, and consistent religious habituation. Supporting factors include religious habituation programs, curricular support, and school-wide collaboration, whereas inhibiting factors include differences in family background, limited instructional time, and the influence of gadgets and out-of-school peer environments. The study confirms that students’ spiritual intelligence develops through a triadic pattern of meaningful learning, teacher exemplarity, and sustained school-culture habituation.
Implementation of Islamic Religious Education Learning for Children With Special Needs in Inclusive Schools: A Case Study of State Elementary School 003 Bontang Utara Ridwan; Andi Fitriani Djollong; St Wardah Hanafie Das; Andi Abdul Muis
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1786

Abstract

Islamic Religious Education (PAI) in inclusive schools faces particular challenges because it must remain accessible to students with special needs (ABK) who have diverse learning characteristics. This study aims to analyze the planning, implementation, and evaluation of PAI learning for ABK at SD Negeri 003 Bontang Utara, a public elementary school that organizes inclusive education. The study employed a qualitative case study design. Data were collected through participatory observation, in-depth interviews with PAI teachers, special assistant teachers, and the school principal, and document study of learning instruments, then analyzed following the Miles, Huberman, and Saldaña model reinforced with Yin's pattern-matching technique, with credibility established through source and technique triangulation and member checking. The findings show that PAI lesson planning is carried out adaptively through individual needs identification, modification of objectives into functional outcomes, simplification of materials, selection of concrete media, and preparation of socio-emotional strategies synchronized with the Individual Learning Program. Implementation takes place inclusively and collaboratively through mixed classrooms, peer tutoring, positive reinforcement, and persuasive behavior management. Evaluation is authentic, individual, and process-based, emphasizing gradual progress in worship practice, social behavior, and independence rather than comparison with regular students' standards. These findings align with Law Number 8 of 2016, Ministerial Regulation Number 48 of 2023, and the Qur'anic value of human equality. The study recommends strengthening PAI teachers' competence in inclusive learning and developing a more systematic PAI differentiation guideline for inclusive elementary schools.
Co-Authors Amir Patintingan Andi Abdul Muis Ridwan Rusliana St Wardah Hanafie Das Sumadin