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Konsep Jilbab dalam Perspektif Al-Qur’an Kamilin, Alya; Wardan, Khusnul
Rayah Al-Islam Vol 8 No 4 (2024): Rayah Al Islam November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v8i4.1261

Jilbab sudah bertransformasi menjadi gaya hidup dan bagian dari trend fashion. Namun sayangnya jilbab yang bermacam-macam model tersebut kebanyakan tidak sesuai dengan syariat Islam dan jilbab disini sudah mengalami pergeseran makna. Sehingga aspek sekunder dari fungsi pakaian itu sendiri malah lebih diutamakan dan kedudukannya ditempatkan lebih tinggi daripada tujuan pakaian itu sendiri. Penelitian ini bertujuan untuk mengetahui konsep jilbab dalam perspektif Al-Qur’an, agar dapat memahami konsep jilbab yang sesuai dengan syariat Islam dan terhindar dari kesalahan dan pemahaman. Metode yang diterapkan menggunakan metode kualitatif, dengan teknik pengumpulan data menggunakan studi pustaka (Library Research). Dengan pendekatan analisis deskriptif, yaitu menjelaskan lebih lanjut tentang suatu makna, menjelaskan sebab turunnya ayat, dan memaparkan hasil dan pembahasan. Dalam hukum Islam suatu pakaian disebut jilbab syar’i jika memenuhi beberapa syarat yang telah ditentukan ialah sebagai berikut. Jilbab harus dapat menutupi seluruh tubuh, kecuali bagian yang dikecualikan Syarat ini berlandaskan pada firman Allah SWT dalam Qs. Al-Ahzab : 59, kainnya yang digunakan harus tebal dan tidak tipis, jilbab yang dikenakan hendaknya longgar, tidak menyerupai pakaian lawan jenis, pakaian tidak boleh menyerupai pakaian wanita kafir, pakaian tidak diniatkan untuk berhias, tidak diberi wangi-wangian, bukan pakaian popularitas. Adapun hikmah disyariatkannya jilbab bagi wanita muslimah, terselamatkan dari adzab Allah, sebagai pelindung sekaligus menjaga kehormatan wanita, Terhindar dari fitnah, dengan kita mengenakan jilbab sesuai dengan syariat sehingga aurat tidak akan terlihat jadi dapat menghalangi keinginan para laki-laki yang ada penyakit hati di dalamnya. Untuk tips memilih jilbab beberapa diantaranya: tidak transparan, sesuaikan dengan bentuk wajah, sesuaikan warna kulit, dan pilih bahan yang tepat. The hijab has transformed into a lifestyle and part of a fashion trend. However, unfortunately, the various styles of hijab are mostly not in accordance with Islamic law and the hijab here has experienced a shift in meaning. So that the secondary aspect of the function of the clothing itself takes priority and its position is placed higher than the purpose of the clothing itself. This research aims to understand the concept of the hijab from the perspective of the Al-Qur'an, in order to understand the concept of the hijab in accordance with Islamic law and avoid mistakes and misunderstandings. The method applied uses qualitative methods, with data collection techniques using library research. With a descriptive analysis approach, namely explaining further about a meaning, explaining the reasons for the revelation of a verse, and presenting the results and discussion. In Islamic law, clothing is called a syar'i hijab if it meets several predetermined conditions, namely as follows. The hijab must be able to cover the entire body, except for the excluded parts. This requirement is based on the word of Allah SWT in Qs. Al-Ahzab: 59, the cloth used must be thick and not thin, the hijab worn should be loose, not resemble the clothes of the opposite sex, the clothes must not resemble the clothes of pagan women, the clothes are not intended to be decorated, they are not perfumed, they are not popular clothes . As for the wisdom of enforcing the hijab for Muslim women, it is saved from Allah's punishment, as a protector and protects women's honor. Avoiding slander, by wearing the hijab in accordance with the Shari'a so that the private parts will not be visible so it can hinder the desires of men who have heart disease in them. . Some tips for choosing a hijab include: not transparent, adjust it to your face shape, match your skin color, and choose the right material.

Pemikiran Pendidikan Pesantren KH.Hasyim Asy’ari dan Relevansinya Terhadap Pengembangan Pendidikan Islam di Indonesia Suhartini; Wardan, Khusnul
Rayah Al-Islam Vol 8 No 4 (2024): Rayah Al Islam November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v8i4.1263

Penelitian ini mengkaji pemikiran pendidikan pesantren KH.Hasyim Asy’ari dan relevansinya terhadap pengembangan pendidikan islam di Indonesia. dengan menggunakan metode penelitian perpustakaan dan analisis deskriktif-interprektif, studi ini mengungkapkan konsep pendidikan pesantren yang dikembangkan oleh KH.Hasyim Asy’ari serta kontribusinya dalam membentuk karakter pendidikan islam diIndonesia. Hasil penelitian menunjukkan bahwa pemikiran KH.Hasyim Asy’ari yang menekankan pada interaksi ilmu agama dan umum, pembentukan akhlak, serta mengembangkan keterampilan hidup masih sangat relevan dalam konteks pendidikan islam kontenporer diIndonesia.

Pembelajaran Pendidikan Agama Islam (PAI) Berbasis Multikultural Kakesha Rajabiah, Essha; Wardan, Khusnul
Rayah Al-Islam Vol 8 No 4 (2024): Rayah Al Islam November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v8i4.1292

Pendidikan Agama Islam (PAI) merupakan bentuk pendidikan yang difokuskan pada pengajaran agama Islam, yang mencakup pembelajaran Al-Qur’an, Hadis, Akhlak, Sejarah Islam, dan Praktik dalam jual beli. Pendidikan Multikultural adalah sebuah sistem pendidikan yang bertujuan untuk mengurangi kesenjangan sosial dan kecemburuan sosial. Selain itu, pendidikan Multikultural juga didefinisikan sebagai pendekatan pendidikan yang menghargai, memahami, dan merayakan keberagaman kebudayaan di masyarakat. Pendidikan Multikultural ini bertujuan untuk menciptakan lingkungan pembelajaran yang inklusif di mana para siswa dari beragam latar belakang budaya, etnis, dan sosial dapat merasa diterima dan dihargai. Dengan penerapan pendidikan Multikultural, diharapkan bahwa siswa akan menjadi individu yang toleran, terbuka, dan mampu berkolaborasi dengan individu lain dari beragam latar belakang, dengan tujuan membangun masyarakat yang harmonis dan menghargai keragaman. Penelitian ini menggunakan metode penelitian kualitatif deskriptif yaitu dengan menggabungkan metode penelitian studi literatur dan metode penelitian kualitatif deskripstif, menggunakan data sekunder sebagai sumber datanya. Teknik analisis data yang digunakan dalam penelitian ini menggunakan analisis isi. Artikel ini akan mnegkaji mengenai implementasi, strategi dan factor pembelajaran PAI berbasis multicultural. Hasil penelitian ini adalah belajar tentang multikulturalisme sangat penting karena membantu anak-anak mengembangkan sikap yang toleran agar dapat menghormati dan menghargai perbedaan dan juga dapat bekerja sama untuk menyelesaikan perselisihan di antara mereka. Islamic Religious Education (PAI) is a form of education that focuses on teaching the Islamic religion, which includes learning the Qur'an, Hadith, Morals, Islamic History, and Practices in buying and selling. Multicultural education is an education system that aims to reduce social inequality and social jealousy. In addition, Multicultural education is also defined as an educational approach that appreciates, understands, and celebrates cultural diversity in society. Multicultural education aims to create an inclusive learning environment where students from diverse cultural, ethnic and social backgrounds can feel accepted and valued. With the implementation of Multicultural education, it is expected that students will become individuals who are tolerant, open, and able to collaborate with other individuals from diverse backgrounds, with the aim of building a harmonious society and appreciating diversity. This research uses descriptive qualitative research methods, namely by combining literature study research methods and descriptive qualitative research methods, using secondary data as the data source. The data analysis technique used in this research uses content analysis. This article will examine the implementation, strategies and factors of multicultural-based PAI learning. The result of this research is that learning about multiculturalism is very important because it helps children develop a tolerant attitude so that they can respect and appreciate differences and can also work together to resolve disputes between them.

Penerapan Metode Inkuiri dalam Pengajaran Pendidikan Agama Islam di SDN 011 Sangatta Utara Paramita, Laura; Wardan, Khusnul
Jurnal Indragiri Penelitian Multidisiplin Vol. 4 No. 3 (2024): Jurnal Indragiri Penelitian Multidisiplin
Publisher : Indra Institute Research & Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58707/jipm.v4i3.1049

This research aims to analyze the application of the inquiry method in Islamic Religious Education (PAI) learning at SDN 011 Sangatta Utara, East Kutai Regency. This research uses a qualitative approach with case study-type data collection techniques through observation, interviews and documentation. The research focuses on students in grades IV and V, consisting of 30-35 students per class. The results of the study show that the application of the inquiry method at SDN 011 Sangatta Utara has started to run well, where the teacher acts as a facilitator in guiding students through the stages of inquiry such as asking stimulating questions, conducting investigations, and repeating the results. Students actively participate in the learning process, especially in group discussions and presentations. However, some students still have difficulty understanding abstract concepts and need more intensive guidance from the teacher. The main obstacles found in implementing the inquiry method include time constraints, varying student abilities, and limitations in supporting facilities such as internet access. However, the inquiry method has been proven to have a positive impact on increasing students' understanding of PAI concepts and critical thinking skills. This research suggests the need for improved facilities and additional guidance for students who need it so that the application of inquiry methods can be more optimal.

OPTIMALISASI PENDIDIKAN AGAMA ISLAM (PAI) DI SEKOLAH Dwi Permana, Mirza; Wardan, Khusnul
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 9 No 2 (2024): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/92913

The optimization of Islamic Religious Education (PAI) in Indonesian schools faces complex challenges, such as curriculum changes, increasingly plural social dynamics, and the need to adapt to technological advancements. This study aims to explore approaches to enhance the effectiveness of PAI through a literature review method, encompassing the analysis of theories, concepts, and relevant teaching strategies. The findings identify several key approaches, including humanistic and contextual approaches, as well as the utilization of digital technology as solutions to strengthen PAI learning. The main recommendations include adjusting teaching materials to be more contextual, improving teacher capacity through continuous training, and integrating technology to create innovative and interactive learning experiences. These findings are expected not only to enrich the theory of Islamic Education Philosophy but also to provide practical contributions to improving the quality of PAI teaching in Indonesian schools, making it more relevant, inclusive, and effective.

NILAI-NILAI PENDIDIKAN YANG TERKANDUNG DALAM QS. AN-NAHL AYAT 106 DAN QS. AZ-ZUMAR AYAT 9 Saputra, Muhammad Rohan; Wardan, Khusnul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.7186

Islamic education aims to shape individuals who are faithful, knowledgeable, and virtuous, yet the reality in the field still shows a gap between the ideal goals and actual practices. Students are often weak in integrity, have low learning motivation, and perform worship merely as a routine. This study focuses on the educational values contained in QS. An-Nahl verse 106 and QS. Az-Zumar verse 9, namely steadfast faith, sincerity of heart, the importance of knowledge, and sincerity in worship. This research employed a literature study method by collecting and analyzing sources from books, Qur’anic exegesis, and relevant scientific articles. The analysis was conducted by examining the Ministry of Religious Affairs’ interpretation and Quraish Shihab’s Tafsir Al-Mishbah to obtain both philosophical and applicative understandings of the verses. The findings reveal that QS. An-Nahl verse 106 emphasizes steadfast faith and sincerity of heart as the foundation of religious character, while QS. Az-Zumar verse 9 stresses the importance of knowledge and sincerity in worship as the basis of forming a complete Muslim personality. This study concludes that integrating Qur’anic values into Islamic education can strengthen students’ cognitive, affective, and spiritual aspects. The prospect of this research lies in its application to the curriculum, learning strategies, teacher role modeling, and habituation programs to produce a religious, intelligent, honest, and sincere generation capable of facing global challenges. ABSTRAKPendidikan Islam bertujuan membentuk manusia yang beriman, berilmu, dan berakhlak mulia, namun realitas di lapangan menunjukkan adanya kesenjangan antara tujuan ideal dan praktik nyata. Peserta didik masih sering lemah dalam integritas, rendah motivasi belajar, serta menjalankan ibadah sebatas rutinitas. Penelitian ini berfokus pada nilai-nilai pendidikan yang terkandung dalam QS. An-Nahl ayat 106 dan QS. Az-Zumar ayat 9, yaitu keteguhan iman, kejujuran hati, pentingnya ilmu, dan keikhlasan ibadah. Penelitian menggunakan metode studi literatur dengan menghimpun dan menganalisis sumber dari buku, tafsir, dan artikel ilmiah yang relevan. Analisis dilakukan dengan mengkaji tafsir Kemenag dan Tafsir Al-Mishbah untuk memperoleh pemahaman filosofis sekaligus aplikatif terhadap ayat-ayat tersebut. Hasil penelitian menunjukkan bahwa QS. An-Nahl ayat 106 menekankan keteguhan iman dan kejujuran hati sebagai fondasi karakter religius, sedangkan QS. Az-Zumar ayat 9 menegaskan keutamaan ilmu dan keikhlasan ibadah sebagai dasar pembentukan pribadi muslim yang utuh. Penelitian ini menyimpulkan bahwa integrasi nilai Qur’ani ke dalam pendidikan Islam dapat memperkuat aspek kognitif, afektif, dan spiritual peserta didik. Prospek pengembangan penelitian ini adalah penerapannya dalam kurikulum, strategi pembelajaran, keteladanan guru, dan program pembiasaan sehingga dapat melahirkan generasi yang religius, cerdas, jujur, dan ikhlas dalam menghadapi tantangan global.

STUDI KONSEP INTEGRALISASI PENDIDIKAN ISLAM PERSPEKTIF PEMIKIRAN MUHAMMAD NATSIR Sari, Evi Pratama; Wardan, Khusnul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.7187

This study examines the idea of ??Islamic education from the perspective of Muhammad Natsir's thought. According to Natsir, Islamic education is a system that combines religious learning and general knowledge in a balanced manner. He emphasized that the foundation of Islamic education lies in the Qur'an, Hadith, and ijtihad, with comprehensive, harmonious, and universal characteristics. This education includes the development of physical, spiritual, intellectual, and moral aspects of students. In this study, a literature study method was used by analyzing ten articles discussing Natsir's thoughts on the development of integrated Islamic education. The results of the study indicate that Natsir's concept of educational integration connects the national curriculum with the religious curriculum, balances worldly and afterlife needs, and reduces the sharp gap between Western and Eastern traditions. The implementation of integrated Islamic education is directed at character formation, strengthening leadership, and mastery of general and religious knowledge in a comprehensive manner, thus providing renewal for Islamic education to be relevant to the challenges of the modern era. ABSTRAKPenelitian ini mengkaji gagasan pendidikan Islam dari perspektif pemikiran Muhammad Natsir. Menurut Natsir, pendidikan Islam merupakan suatu sistem yang menyatukan pembelajaran agama dan ilmu umum secara seimbang, la menegaskan bahwa landasan pendidikan islam terletak pada Al-Qur'an, Hadis, dan ijtihad, dengan karakteristik yang menyeluruh, harmonis, serta bersifat universal. Pendidikan tersebut mencakup pengembangan aspek fisik, spiritual, intelektual, dan moral peserta didik. Dalam penelitian ini digunakan metode studi literatur dengan menganalisis sepuluh artikel yang membahas pemikiran Natsir mengerjai pengembangan pendidikan Islam terintegrasi. Hasil kajian menunjukkan bahwa konsep integrasi pendidikan menurut Natsir menghubungkan kurikulum nasional dengan kurikulum keagamaan, meriyeimbangkan antara kebutuhan duniawi dan ukhrawi serta mengurangi jurang pemisah yang terlalu tajam antara tradisi Barat dan Timur. Implementasi pendidikan Islam yang terintegrasi diarahkan pada pembentukan karakter penguatan jiwa kepemimpinan, serta penguasaan ilmu pengetahuan umum dan agama secara utuh sehingga mampu memberikan pembaruan bagi pendidikan Islam agar relevan dengan tantangan zaman modern.

PEMIKIRAN AL-GHAZALI TENTANG SOSOK GURU PROFESIONAL YANG IDEAL Rodhiah, Saniatur; Wardan, Khusnul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.7325

In Islamic perspective, a teacher is not merely a transmitter of knowledge but also a moral educator and spiritual guide who plays a crucial role in shaping students’ character. AlGhazali’s thoughts on the concept of the ideal teacher remain highly relevant to the discourse on teacher professionalism in the modern era. This article focuses on analyzing Al-Ghazali’s perspective regarding the characteristics of an ideal professional teacher, particularly in terms of spiritual, moral, and intellectual competence. This study employs a qualitative method with a library research approach, examining Al-Ghazali’s works especially Ihya’ Ulum al-Din and supported by relevant secondary sources. The research stages include identifying the basic concepts of teacherhood according to Al-Ghazali, analyzing Islamic educational principles, and interpreting their relevance to today’s professional teacher standards. The findings indicate that the ideal teacher, according to Al-Ghazali, is not only one who masters knowledge comprehensively but also embodies noble character, sincerity, humility, and serves as a role model for students. Moreover, the teacher must be able to provide spiritual guidance so that the transfer of knowledge does not remain at the cognitive level but also shapes personality and strengthens students’ relationship with God. The main conclusion emphasizes that the concept of an ideal professional teacher in Al-Ghazali’s perspective integrates academic competence with moral and spiritual dimensions, making it highly relevant as a reference for developing teacher professionalism in today’s era of ethical and social challenges. ABSTRAKGuru dalam pandangan Islam bukan sekedar penyampai ilmu pengetahuan, tetapi juga pendidik akhlak dan pembimbing spiritual yang berperan membentuk kepribadian peserta didik. Pemikiran Al-Ghazali mengenai sosok guru ideal masih relevan untuk dikaji dalam konteks profesionalisme guru di era modern. Artikel ini berfokus pada analisis pemikiran Al-Ghazali tentenag kriteria guru profesional yang ideal, khususnya terkait kompetensi spiritual, moral, dan intelektual. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) melalui telaah kritis terhadap karya-karya Al-Ghazali, terutama Ihya’ Ulum al-Din dan literatur sekunder yang relevan. Langkah penelitian meliputi identifikasi konsep dasar guru menurut Al-Ghazali, analisis prinsip-psinsip pendidikan Islam, serta interpretasi relevensinya dengan standar profesional guru masa kini. Hasil kajian menunjukkan bahwa guru ideal menurut Al-Ghazali bukan hanya menguasai ilmu secara mendalam, tetapi juga berakhlak mulia, ikhlas, tawadhu’, serta menjadikan dirinya teladan bagi peserta didik. Selain itu, guru harus mampu membimbing secara spiritual agar ilmu yang ditransfer tidak sekadar bersifat kognitif, tetapi juga membentuk kepribadian dan mendekatkan murid kepada Allah. Simpulan utama penelitian ini menegaskan bahwa konsep guru profesional ideal dalam perspektif Al-Ghazali tifak hanya mencakup aspek kompetensi akademik, tetapi juga dimensi moral dan spiritual, sehingga relevan dijadikan rujukan dalam membangun karakter guru di era modern yang sarat tantangan etis dan sosial.

UPAYA GURU DALAM MENANGGULANGI KESULITAN BELAJAR SISWA PADA MATA PELAJARAN PAI DI SEKOLAH Al Muttaqin, Muhammad Arif Pahsa; Wardan, Khusnul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.7326

This research is motivated by the learning difficulties faced by students in Islamic Religious Education (PAI), even though PAI aims to foster positive behavioral change. The diversity of students' abilities and learning styles results in varying levels of material mastery, often below the mastery standard. The focus of this research is to describe the efforts made by teachers to address students' learning difficulties in PAI. This research used a descriptive qualitative approach (field study) involving 60 fifth and sixth grade students. Data were collected through observation, interviews, questionnaires, and documentation, which were then analyzed descriptively using qualitative and quantitative methods (percentages). The results indicate that PAI learning difficulties, such as understanding the material, memorizing, and achieving academic achievement, are caused by both internal student factors (ability, motivation) and external factors (school facilities, limited PAI time, and teacher methods). Key findings reveal that teachers attempt to overcome these difficulties through various strategies, including the use of learning media, a variety of teaching methods (lectures, question and answer sessions, assignments), providing special guidance, additional tutoring, and creating a pleasant learning environment, supported by efforts from the school and family. It was concluded that Islamic Religious Education (PAI) learning difficulties are multifactorial and addressing them requires collaborative efforts between teachers, schools, students, and parents. ABSTRAKPenelitian ini dilatarbelakangi oleh permasalahan kesulitan belajar yang dihadapi siswa dalam mata pelajaran Pendidikan Agama Islam (PAI), meskipun PAI bertujuan membentuk perubahan perilaku positif. Adanya keragaman kemampuan dan gaya belajar siswa menyebabkan tingkat penguasaan materi yang berbeda, seringkali di bawah standar ketuntasan. Fokus penelitian ini adalah untuk mendeskripsikan upaya-upaya yang dilakukan guru dalam menanggulangi kesulitan belajar siswa pada mata pelajaran PAI. Penelitian ini menggunakan pendekatan kualitatif deskriptif (field study) dengan melibatkan 60 siswa kelas V dan VI. Pengumpulan data dilakukan melalui observasi, wawancara, angket, dan dokumentasi, yang kemudian dianalisis secara deskriptif kualitatif dan kuantitatif (prosentase). Hasil penelitian menunjukkan bahwa kesulitan belajar PAI, seperti memahami materi, menghafal, dan meraih prestasi, disebabkan oleh faktor internal siswa (kemampuan, motivasi) dan eksternal (fasilitas sekolah, keterbatasan waktu PAI, metode guru). Temuan utama mengungkap bahwa guru berupaya mengatasi kesulitan ini melalui berbagai strategi, diantaranya penggunaan media pembelajaran, variasi metode mengajar (ceramah, tanya jawab, tugas), pemberian bimbingan khusus, les tambahan, dan penciptaan suasana belajar yang menyenangkan, didukung oleh upaya dari pihak sekolah dan keluarga. Disimpulkan bahwa kesulitan belajar PAI bersifat multifaktorial dan penanggulangannya memerlukan upaya kolaboratif antara guru, sekolah, siswa, dan orang tua.

The Dynamics of Inclusive Education in Islamic Schools: An Islamic Education Perspective Mahrus, Mahrus; Wardan, Khusnul
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1598

This study is rooted in the importance of inclusive education as a means to offer learning opportunities for all students without discrimination, aligning with Islamic principles that emphasize equality and rahmatan lil ‘alamin (mercy to all). The research aims to understand how inclusion principles are applied in Islamic schools, the challenges encountered, and their impact on character formation and educational quality. The methodology employed is a literature review, gathering and analyzing various academic sources and relevant publications on inclusion within Islamic education. The findings indicate that inclusive education fosters empathy, tolerance, and student engagement, despite challenges such as resource limitations and gaps in teachers' understanding. In conclusion, inclusive education in Islam holds substantial potential to support comprehensive Islamic education. Policy support and teacher training are essential to strengthen inclusion practices.

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