<![CDATA[The gap between the normative commitment to inclusive education and the capacity to implement it in madrasah ibtidaiyah remains a substantive issue, particularly because teachers’ strong spiritual values do not necessarily translate into pedagogical practices that are responsive to student diversity. This study aims to analyze the influence of teachers’ spiritual competencies and their pedagogical self-efficacy for inclusive education on differentiated instruction practices, as well as to examine the mediating role of self-efficacy in this relationship. A quantitative approach using path analysis was employed, involving 258 teachers from inclusive madrasah ibtidaiyah who are members of the Lumajang Regency Madrasah Ibtidaiyah Teachers’ Working Group, selected through purposive proportional stratified random sampling. Data were collected using three validated instruments and analyzed via structural equation modeling with bias-corrected bootstrap mediation testing. The results indicate that spiritual competence has a positive effect on self-efficacy and differentiation practices; self-efficacy has a positive effect on differentiation practices; and self-efficacy partially mediates the relationship between spiritual competence and differentiation practices. These findings imply that the professional development of inclusive madrasah teachers needs to simultaneously integrate the strengthening of spiritual values with the development of self-efficacy, as spiritual values without psychological capacity tend to result in inclusion that is merely symbolic.]]>
