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All Journal Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Amelia Amelia
Institut Agama Islam Negeri (IAIN) Bone

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The Epistemology of Inclusive Education in Islamic Education: Reconstructing The Role of The Teacher as a Murabbi For Children With Special Needs Amelia Amelia; Fifi Ariska; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 2 (2026): : May: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

This study addresses the persistent fragmentation between general inclusive education frameworks and authentic Islamic pedagogical traditions by constructing a coherent epistemological model for special needs schooling. Utilizing a qualitative conceptual analysis combined with a hermeneutic approach, the research systematically synthesizes foundational primary sources with contemporary pedagogical literature, policy frameworks, and special education paradigms. The analysis establishes that Islamic education possesses a robust epistemological foundation rooted in human dignity, justice, compassion, and universal knowledge acquisition. To operationalize these principles, the paper reconstructs teacher identity from a conventional knowledge transmitter toward a holistic educator across spiritual, intellectual, emotional, and social dimensions, replacing deficit models with strength based approaches. Furthermore, the conceptual framework demonstrates that sustainable implementation depends on institutional governance reform, special education teacher integration, and participatory community ecosystems. By aligning foundational principles with structural school management, this research provides a transferable conceptual model that transforms inclusive Islamic education from an administrative obligation into an epistemologically grounded, sustainable reality for learners with special needs.  
When Values Have Not Yet Become Behavior: The Urgency of Identifying Objectives in Islamic Education Instructional Design Afriani Afriani; Amelia Amelia; Nurul Aini; Samsinar Syarifuddin
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 3 (2026): : September: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

High academic achievement in Islamic Education does not always correspond with consistent religious behavior among students. This study examines this discrepancy by positioning instructional objective identification as a strategic point linking religious knowledge with behavioral formation. The research employed a non-empirical qualitative approach through library research, synthesizing classical Islamic educational thought with contemporary literature on instructional design, assessment, motivation, and value internalization. The analysis indicates that the dominance of cognitively oriented objectives tends to direct teaching and assessment toward knowledge acquisition, while affective, practical, and spiritual-motivational outcomes receive less explicit attention. The study identifies four interrelated dimensions of behavior-oriented objectives: cognitive, affective, practical, and spiritual-motivational. These dimensions are operationalized through a four-stage framework consisting of identifying core values and learner context, translating values into multidimensional objectives, aligning activities and assessments with behavioral indicators, and conducting reflection and follow-up. The framework emphasizes that religious behavior should be deliberately designed as an intended learning outcome rather than assumed to emerge automatically from cognitive mastery. The study provides a conceptual foundation for teachers and instructional designers to align objectives, learning activities, assessment, teacher modeling, and environmental reinforcement in supporting the transformation of religious knowledge into internalized and sustained behavior.
Co-Authors Afriani Afriani Fifi Ariska Nurul Aini Samsinar Syarifuddin