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All Journal Inklusi Journal of Disability Studies Al-Hasyimi : Jurnal Ilmu Hadis
Iffah Khoiriyatul Muyassaroh
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Religion Education Social Sciences Other

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A Phenomenological Study of Islamic Religious Education Teachers' Experiences in Inclusive Classrooms at Sleman Elementary Schools Iffah Khoiriyatul Muyassaroh; Sibawaihi; Sukiman; Wahyu Nurrohman
INKLUSI Vol. 12 No. 1 (2025)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.120203

Abstract

This study explores the experiences of Islamic Religious Education (PAI) teachers in delivering inclusive instruction at elementary schools in Sleman, Indonesia. Employing a qualitative phenomenological approach, data were gathered through interviews, classroom observations, and document analysis involving five educators across three schools. The findings reveal that inclusive practices in PAI are facilitated through collaboration among PAI teachers, classroom teachers, and Special Companion Teachers (GPK), as well as the use of individualized strategies and multimedia resources. However, challenges persist, including limited infrastructure, lack of inclusive training, and insufficient parental involvement. The study highlights the need for systemic support, capacity building, and inclusive pedagogical innovation. It contributes to the discourse on inclusive religious education by integrating theological values with inclusive practices, offering implications for policy development and teacher training. Penelitian ini mengkaji pengalaman guru Pendidikan Agama Islam (PAI) dalam melaksanakan pembelajaran inklusif di sekolah dasar di Kabupaten Sleman, Indonesia. Menggunakan pendekatan kualitatif fenomenologis, data dikumpulkan melalui wawancara, observasi kelas, dan analisis dokumen terhadap lima pendidik dari tiga sekolah. Hasil penelitian menunjukkan bahwa praktik inklusif dalam pembelajaran PAI diwujudkan melalui kolaborasi antara guru PAI, guru kelas, dan Guru Pendamping Khusus (GPK), serta penerapan strategi individual dan pemanfaatan media pembelajaran yang beragam. Namun demikian, tantangan tetap muncul, seperti keterbatasan sarana prasarana, minimnya pelatihan inklusif, dan rendahnya keterlibatan orang tua. Studi ini menekankan pentingnya dukungan sistemik, peningkatan kapasitas guru, dan inovasi pedagogi inklusif. Kontribusi penelitian ini terletak pada pengintegrasian nilai-nilai keagamaan dengan praktik inklusif, yang memberikan implikasi bagi pengembangan kebijakan dan pelatihan guru.
Pengambangan Kurikulum PAUD Berbasis Hadis: Syistematic Literature Review audiah, izhanoem; Marhumah; Iffah Khoiriyatul Muyassaroh
Al-Hasyimi - Jurnal Ilmu Hadis Vol. 2 No. 2 (2025): Al-Hasyimi - Jurnal Ilmu Hadis
Publisher : STAI Nurul Qadim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63398/9db7e071

Abstract

The development of an Early Childhood Education (ECE) curriculum based on hadith is a response to the need for a framework that systematically instills moral and spiritual values from an early age. As an authentic source of Islamic teachings, hadith is considered to have great potential in shaping the character of virtuous children through a holistic and contextual educational approach. This study aims to formulate a conceptual foundation for the development of a hadith-based ECE curriculum that is not only theoretically relevant but also practically applicable. Using a Systematic Literature Review (SLR) approach, this research identifies and analyzes 30 scholarly articles published between 2020 and 2025 related to early childhood education based on Islamic values in the Southeast Asian context. The results indicate that integrating hadith values such as honesty, compassion, responsibility, and politeness can be effectively implemented through play-based activities, daily routines, and child-friendly digital learning media. Additionally, the roles of teachers, the validity of hadith, and curriculum management are critical factors in the successful implementation of this curriculum. The study concludes that a hadith-based ECE curriculum is both urgent and highly potential in shaping a Qur’anic generation that is spiritually grounded, morally resilient, and adaptable to the demands of the times. Therefore, synergy among educators, educational institutions, and the broader community is essential in realizing an Islamic, practical, and joyful learning environment.
Co-Authors audiah, izhanoem Marhumah Sibawaihi Sibawaihi Sukiman Wahyu Nurrohman