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All Journal Jurnal Ilmu Keluarga dan Konsumen Kindergarten: Journal of Islamic Early Childhood Education Edukasi Islami: Jurnal Pendidikan Islam JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon Journal of Early Childhood and Character Education International Journal of Education and Digital Learning (IJEDL) Al-Ibanah IJED At-Tadzkir: Islamic Education Journal Teumulong: Journal of Community Service Proceeding Of International Conference On Education, Society And Humanity Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Fitri Meliani, Fitri
Program Studi Ilmu Keluarga dan Perkembangan Anak, Sekolah Pascasarjana, Institut Pertanian Bogor
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Journal : International Journal of Education and Digital Learning (IJEDL)

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Promoting Islamic Character Education in Inclusive Schools: Lessons Learned from the Supporting and Inhibiting Factors Meliani, Fitri; Hambali, Adang; Yuliati Zaqiah, Qiqi; Sulhan, Mohammad
International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v2i3.112

Abstract

Initiatives to advance fairness and inclusion in educational systems should be founded on an examination of specific settings. This article presents a framework that is founded on research and may be applied to such contextual studies. This piece is a qualitative approach and is presented descriptively. The school principal, teachers, and students in inclusive schools served as the study's primary sources. Students cited supportive relationships, positive teacher beliefs, positive school leader attitudes, supportive teaching practices, and accessibility as five aspects that encourage inclusive education. The findings reveal a variety of barriers and challenges in educational settings, including a lack of teacher preparation that is necessary to meet the needs of all students, the recognition that student diversity is a challenge, physical barriers, underutilization of available resources, and an educational response devoid of organizational and didactic strategies that do not assume responsibility for a fair and inclusive curriculum for all students. It is clear that Islamic character education requires constant habituation and intervention, refuted and carried out consciously by each component. The need for continued professional development and opportunities to improve pre-service teacher education programs are explored.
Co-Authors Aan Hasanah Abdul Gofur, Huliman Abdus Salam, Abdus Adang Hambali, Adang Alawi, Dindin Andewi Suhartini, Andewi Arifin, Bambang Samsul Budiani, Neni Dede Rosyada Diah Krisnatuti Didih Syakir Munandar Erni Haryanti Euis Sunarti Fauzan Ginanjar, Taufiq Fazilet, Nurzini Gita, Meylina Hasan Basri Ika Kartika Indah Wahyu Ningsing Irma Sofiasyari Laila Maharani Marliani, Lina Mohamad Erihadiana, Mohamad Mohamad Yamin Mohammad Sulhan, Mohammad Muhammad Agus Kurniawan Muhammad Yamin Musthafa, Izzuddin Muzfirah, Suci Natsir, Nanat Fatah NENI SUMARNI, NENI Novi Hidayati Paramansyah, Arman Puspa Rahayu, Tami Dewi Saepudin Saepudin Siregar, Fenty Supriani, Yuli Syah, Muhibbin Widadiyah, Qorina Yuliati Zaqiah, Qiqi Zulaiha, Eni