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All Journal Jurnal Pendidikan Islam Inklusi Journal of Disability Studies
Norimune Kawai
Hiroshima University, Japan
Education Social Sciences

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Negotiating Outcome-Based Education in Indonesian Islamic Higher Education: Aligning Competency and Faith Muhammad Nasir; Norimune Kawai; Muhammad Khairul Rijal; Muhammad Azwar Paramma
Jurnal Pendidikan Islam Vol 12 No 2 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i2.48950

Abstract

Outcome-Based Education (OBE) has been widely adopted to strengthen curriculum alignment, accountability, and graduate competencies. In the context of Islamic higher education (IHE), however, its implementation raises critical challenges in harmonizing competency-based learning outcomes with Islamic ethical and spiritual values. This study aims to explore how Indonesian IHE institutions interpret, negotiate, and implement OBE within their institutional contexts. This research employs a qualitative case study design. Data were collected through semi-structured interviews and document analysis involving 11 academic leaders and lecturers from eight IHE institutions. The findings reveal diverse interpretations of learning outcomes, tensions between national accreditation standards and Islamic educational principles, varying levels of lecturer readiness for student-centered learning, and unequal access to digital infrastructure. To address these challenges, institutions adopted strategies such as backward curriculum design, continuous quality assurance, integration of Islamic values into learning outcomes, enhancement of digital competencies, and partnerships with industry and community stakeholders. The study concludes that effective OBE implementation in IHE requires a contextualized and integrative approach. The implications highlight the need for curriculum models that embed Islamic values, strengthen lecturer professionalism, and supportive policy frameworks to advance the quality of Islamic education.
Attitudes of Secondary School Science Teachers toward Teaching Diverse Students Iva Nandya Atika; Norimune Kawai; Atsuhiko Funabashi
INKLUSI Vol. 8 No. 2 (2021)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.080202

Abstract

Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01). Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p<0,01).
Co-Authors Atsuhiko Funabashi Iva Nandya Atika Muhammad Azwar Paramma Muhammad Khairul Rijal Muhammad Nasir