<![CDATA[This library research study examines the development of an inclusive Islamic Religious Education (PAI) curriculum in Madrasah Ibtidaiyah using a qualitative library research approach. Problem formulations include the form and process of inclusive PAI curriculum development in Indonesia's national policy context, implementation barriers for teachers and madrasahs, and ideal conceptual models responsive to learner diversity. Key findings reveal that inclusive PAI curriculum development typically involves minimal adaptations through duplication and modification of teaching strategies, with material adjustments via individualized approaches, visual media, and basic assessments, although student admission management and individual learning programs have been implemented in some madrasahs. Ideal designs incorporate egalitarian-pluralistic principles, Islamic tolerance competencies, and justice values for fostering tolerant generations in heterogeneous societies. Interpretation of findings highlights the gap between inclusive policies and technical modification practices, where empathy principles have yet to systematically transform curriculum structures, necessitating comprehensive reconstruction for meaningful learning. These align with grand curriculum differentiation theory based on tawhid and rahmatan lil-‘alamin, ensuring equal potential development without discrimination, and humanistic-democratic Islamic education theory. The study's novelty lies in its specific synthesis for madrasah ibtidaiyah, integrating curriculum design, inclusive management, Islamic values, and religious moderation, identifying partial modification gaps for radical goal-content-assessment models relevant nationally and globally. This contributes to strengthening inclusive PAI curricula as instruments for religious-tolerant character transformation.]]>
