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All Journal MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Nurmala, Umi Ivayatuz Zulva
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Religion Education

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Teachers’ Spiritual Competence as The Foundation for Holistic Guidance of Children with Special Needs in Inclusive Madrasah Ibtidaiyyah Nurmala, Umi Ivayatuz Zulva; Aulia, Putri; Husna, Rafiqotul; Herry, Izzati Ramadhani
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15014

Abstract

This study aims to analyze the role of teachers' spiritual competence as the foundation for implementing inclusive education in Islamic elementary schools (Madrasah Ibtidaiyah) through a qualitative library research approach. Data were collected from 48 scholarly works, reduced to 12 core sources, and analyzed using content and conceptual analysis. The findings reveal that teachers' spirituality serves as a moral, reflective, and emotional force guiding inclusive practices. Drawing on Spiritual Intelligence Theory and Inclusive Pedagogy, the study shows that spiritually intelligent teachers demonstrate empathy, patience, and moral commitment toward student diversity. The integration of these theories formulates an Islamic Inclusive Pedagogy paradigm that combines tauhidic, compassionate (rahmah), and just (adl) values in teaching. It concludes that Islamic spirituality–based inclusion fosters a holistic education model that nurtures empathy, justice, and human dignity.
Teachers’ Spiritual Competence as The Foundation for Holistic Guidance of Children with Special Needs in Inclusive Madrasah Ibtidaiyyah Nurmala, Umi Ivayatuz Zulva; Aulia, Putri; Husna, Rafiqotul; Herry, Izzati Ramadhani
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 16 No. 2 (2025): December | Magistra - Media Pengembangan Ilmu Pendidikan dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v16i2.15014

Abstract

This study aims to analyze the role of teachers' spiritual competence as the foundation for implementing inclusive education in Islamic elementary schools (Madrasah Ibtidaiyah) through a qualitative library research approach. Data were collected from 48 scholarly works, reduced to 12 core sources, and analyzed using content and conceptual analysis. The findings reveal that teachers' spirituality serves as a moral, reflective, and emotional force guiding inclusive practices. Drawing on Spiritual Intelligence Theory and Inclusive Pedagogy, the study shows that spiritually intelligent teachers demonstrate empathy, patience, and moral commitment toward student diversity. The integration of these theories formulates an Islamic Inclusive Pedagogy paradigm that combines tauhidic, compassionate (rahmah), and just (adl) values in teaching. It concludes that Islamic spirituality–based inclusion fosters a holistic education model that nurtures empathy, justice, and human dignity.
Philosophy of Science and Scientific Ethics as the Foundation of Professionalism for Primary Madrasah Teachers in the Digital Age Nurmala, Umi Ivayatuz Zulva; Aulia, Putri; Irmawati, Waryunah; Muwafiqi, Muhammad Zukhruf
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 8 No. 2 (2025): Oktober
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v8i2.3787

Abstract

Digital transformation has fundamentally reshaped teacher professionalism, requiring capacities that extend beyond technical pedagogy toward epistemological and ethical competencies. This study aims to conceptualize Madrasah Ibtidaiyah (MI) teacher professionalism in the digital era through the integration of philosophy of science, scientific ethics, and digital competence. Using a qualitative descriptive library research design, 23 peer-reviewed journal articles were systematically selected from international open-access databases, with a preference for Scopus-indexed sources. Data were analyzed through thematic and qualitative content analysis. The findings indicate that MI teacher professionalism is a multidimensional construct shaped by four interrelated dimensions: epistemological awareness, scientific and Islamic ethics, digital competence, and structural–systemic conditions. Epistemological understanding enables teachers to critically evaluate digital knowledge and mitigate misinformation, while scientific ethics provide moral integrity and responsibility in digitally mediated pedagogy. Digital competence functions as the enactment of epistemological and ethical orientations in practice, whereas institutional structures determine the sustainability of professional enactment. This study contributes to international scholarship by proposing an integrative, value-oriented framework of teacher professionalism relevant to faith-based and comparative education systems confronting digitalization.
Co-Authors Aulia, Putri Herry, Izzati Ramadhani Husna, Rafiqotul Muwafiqi, Muhammad Zukhruf Waryunah Irmawati