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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kolaboratif Sains
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Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Model Pendidikan Inklusi pada Mata Pelajaran Pendidikan Agama Islam: Studi Multisitus SDIT Luqman Al-Hakim dan SDIT Assalaam: Inclusive Education Model on Islamic Education Subject: A Multisite Study at Luqman Al-Hakim and Assalaam Islamic Schools Kurnia Julianti; Zurqoni; Zamroni
Jurnal Kolaboratif Sains Vol. 6 No. 10: OKTOBER 2023 - Jurnal Kolaboratif Sains (JKS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v6i10.4296

Abstract

Penelitian ini bertujuan untuk mengevaluasi model pendidikan inklusi di Sekolah Dasar Islam Terpadu (SDIT) Luqman Al-Hakim dan Assalaam melalui mata pelajaran pendidikan agama Islam. Metode pembelajaran yang bervariasi dan disesuaikan dengan kebutuhan siswa merupakan inti dari pendekatan tersebut. Guru Pendidikan Agama Islam memiliki peran krusial dalam memastikan partisipasi siswa berkebutuhan khusus dalam pembelajaran. Penelitian ini berupaya mengisi kesenjangan informasi serta memberikan kontribusi dalam pengembangan pendidikan inklusi pada konteks pengajaran mata pelajaran Pendidikan Agama Islam. Penelitian ini mengusung pendekatan kualitatif dengan metode fenomenologi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan beberapa teknik seperti Interpretative Phenomenological Analysis (IPA), analisis interaktif, dan Cross Case Analysis. Triangulasi data dilakukan dalam tiga tahapan; sumber data, analisis, dan teori. Hasil penelitian menunjukkan perbedaan pendekatan inklusi antara SDIT Luqman Al-Hakim yang memfokuskan pada penyesuaian pembelajaran individu dan SDIT Assalaam yang lebih menekankan inklusi sosial di kelas reguler. Namun, keduanya memiliki pendekatan serupa dalam pengembangan potensi siswa berkebutuhan khusus dengan perbedaan dalam penggunaan "shadow teacher" dan peran orang tua. Faktor pendukung inklusi meliputi fasilitas belajar, dukungan kepala sekolah, kebersamaan, kesetaraan, dan penerimaan siswa normal terhadap siswa berkebutuhan khusus. Namun, kendala terdapat pada keterbatasan guru PAI spesialis dan fasilitas pembelajaran yang belum memadai
REKONSTRUKSI KURIKULUM PENDIDIKAN ISLAM BERBASIS ARTIFICIAL INTELLIGENCE DALAM PENGUATAN AKHLAK SISWA MADRASAH: STUDI KEPUSTAKAAN Afif Syaiful Mustofa; Zamroni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15868

Abstract

This study aims to reconstruct an Artificial Intelligence (AI)-based Islamic education curriculum to strengthen the moral character (akhlaq) of madrasah students. The study is motivated by the gap between the rapid development of educational technology and the current implementation of Islamic education curricula, which remain predominantly cognitive-oriented and lack systematic integration of moral values. This research employs a qualitative approach with a library research design by analyzing relevant scholarly literature on AI, Islamic education curriculum, and moral education. The findings indicate that the integration of AI into the Islamic education curriculum can be achieved through reconstruction of curriculum components, including objectives, content, teaching methods, and assessment, with a primary focus on moral development. AI functions as a wasilah (instrument) to support personalized learning, monitor students’ character development, and facilitate contextual value internalization through technologies such as adaptive learning and learning analytics. However, the implementation of AI must remain guided by Islamic values, with teachers maintaining a central role as moral and spiritual mentors. This study contributes theoretically to the development of an integrative technology-based Islamic curriculum model and offers practical implications for designing adaptive madrasah curricula that prioritize students’ moral development in the digital era.
Co-Authors Afif Syaiful Mustofa Kurnia Julianti Zurqoni