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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Al-Jabar : Jurnal Pendidikan Matematika Ibtida'iy : Jurnal Prodi PGMI
Salsabilla, Nulqia
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Religion Education Mathematics Social Sciences

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Islamic Educational Values in Inclusive Learning Practices: A Case Study at a Primary School in Yogyakarta Musyakkir; Raudhatunnur; Salsabilla, Nulqia; Suprihatiningrum, Jamil
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 28 No 1 (2025): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2025v28n1i15

Abstract

Islamic education, with its emphasis on moral and spiritual values, offers a strong foundation for fostering an inclusive learning environment. This study aims to examine the integration of Islamic values within inclusive learning practices at a primary school and to identify the challenges encountered in their implementation. Employing a qualitative approach and a case study design, the research involved in-depth interviews with special education teachers (GPK) and direct classroom observations. The findings reveal that Islamic values—such as justice, compassion, equality, and tolerance—are effectively applied in the school's inclusive practices. Nevertheless, the implementation faces notable challenges, including a shortage of GPK personnel and limited parental acceptance of children with special needs. Despite these obstacles, the school continues to make concerted efforts to ensure that every student feels welcomed and valued. The study concludes that Islamic values play a vital role in supporting inclusive education by fostering a just, compassionate, and equitable environment that promotes both social and academic development. Abstrak: Pendidikan Islam dengan nilai-nilai moral dan spiritualnya dapat memberikan landasan yang kuat untuk menciptakan lingkungan pembelajaran yang inklusif. Penelitian ini bertujuan untuk mengeksplorasi penerapan nilai-nilai Islam dalam praktik pembelajaran inklusif di sekolah dasar dan mengidentifikasi tantangan yang dihadapi dalam implementasinya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, yang melibatkan wawancara mendalam dengan guru pendamping khusus (GPK) dan observasi langsung. Hasil penelitian menunjukkan bahwa meskipun nilai-nilai Islam seperti keadilan, kasih sayang, kesetaraan dan toleransi telah diterapkan dengan baik, masih terdapat tantangan signifikan seperti keterbatasan jumlah GPK dan rasa keberterimaan orang tua terhadap anak mereka yang berkebutuhan khusus. Namun, upaya untuk memastikan setiap siswa merasa diterima dan dihargai terus dilakukan oleh pihak sekolah. Penelitian ini mengindikasikan bahwa nilai-nilai Islam seperti keadilan, kasih sayang, kesetaraan, dan toleransi, mendukung implementasi pendidikan inklusif yang dapat menciptakan lingkungan yang adil dan mendukung perkembangan sosial serta akademik siswa.
Pengembangan Kurikulum Satuan Pendidikan Berbasis Budaya Aceh dalam Mengintegrasikan Nilai Moderasi Beragama: Studi Kasus di MIN 4 Kota Lhokseumawe Salsabilla, Nulqia; Silfiani, Humaira; Sukiman, Sukiman; Rizky, Miftahul; Qusairi, Imam
Ibtida'iy : Jurnal Prodi PGMI Vol 10, No 2 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ibtidaiy.v10i2.35830

Abstract

Moderasi beragam fondasi menjadi penting dalam menjaga keharmonisan sosial di tengah keberagaman masyarakat Indonesia, khususnya di wilayah Aceh yang memiliki kekhasan budaya dan penerapan syariat Islam. Urgensi penelitian ini terletak pada pentingnya integrasi nilai-nilai moderasi beragama ke dalam kurikulum madrasah sebagai upaya preventif terhadap sikap intoleran sejak dini. Penelitian ini bertujuan untuk mengkaji proses dan bentuk integrasi nilai moderasi beragama dalam pengembangan kurikulum berbasis budaya Aceh di MIN 4 Kota Lhokseumawe. Pendekatan yang digunakan adalah kualitatif dengan metode studi kasus. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan dokumentasi, dengan analisis data model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa integrasi nilai moderasi beragama dilakukan melalui enam strategi: (1) internalisasi dalam dokumen kurikulum madrasah, (2) pembelajaran kontekstual berbasis budaya lokal, (3) peran aktif guru sebagai agen moderasi, (4) kepemimpinan kepala madrasah yang visioner, (5) keterlibatan orang tua dan masyarakat dalam pembinaan nilai multikultural, dan (6) pembiasaan budaya madrasah yang moderat. Integrasi nilai moderasi beragama dalam kurikulum berbasis budaya lokal memperkuat identitas kebangsaan, toleransi, dan sikap inklusif peserta didik. Implikasi dari temuan ini merekomendasikan pentingnya penguatan kebijakan kurikulum yang adaptif terhadap nilai-nilai lokal dan keislaman moderat sebagai upaya strategi membangun pendidikan Islam yang ramah dan berkeadaban.
Exploring the relationship between mathematical disposition, self-concept, and problem-solving ability in elementary school students Salsabilla, Nulqia; Dewi Atma Junira; Diah Pahmasari Harahap; Siti Uswatun Khasanah; Ahmad Syaripudin; Lutfia, Afifa
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28994

Abstract

Purpose: This study to examine the relationship between mathematical disposition and self-concept on elementary students’ mathematical problem-solving ability. The study is based on the assumption that problem-solving requires not only cognitive skills but also affective and psychological factors such as confidence, perseverance, curiosity, and students’ perceptions of their own abilities. Method: This study employed a quantitative ex post facto design involving 54 fifth-grade students selected through saturated sampling. Data were collected using a mathematical problem-solving test and Likert-scale questionnaires measuring mathematical disposition and self-concept. The data were analyzed using multiple linear regression with SPSS 25 to identify the influence of the two affective variables on problem-solving ability. Findings: The analysis showed that mathematical disposition and self-concept have a positive but statistically non-significant relationship with mathematical problem-solving ability. The coefficient of determination (R² = 0.038) indicates that both variables together contribute only 3.8 percent to students’ problem-solving performance, suggesting that other factors outside the study play a much larger role. Significance: The findings indicate that mathematical disposition and self-concept are not significant predictors of elementary students’ problem-solving skills. Other factors such as cognitive strategies, metacognitive skills, motivation, learning environment, and instructional approaches are likely to have greater influence. This highlights the need for future research exploring those variables and developing learning models that integrate affective development with higher-order thinking skills.
Co-Authors Ahmad Syaripudin Dewi Atma Junira Diah Pahmasari Harahap Jamil Suprihatiningrum Lutfia, Afifa Musyakkir Qusairi, Imam Raudhatunnur rizky, Miftahul Silfiani, Humaira Siti Uswatun Khasanah Sukiman Sukiman