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All Journal ABNA : Journal of Islamic Early Childhood Education At-Tarbawi: Jurnal Kajian Kependidikan Islam
Ardianti, Amelia Rizki
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Religion Humanities Education Social Sciences

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Fostering social inclusion in Islamic elementary schools: Teacher support, peer interaction, and religious values Ardianti, Amelia Rizki; Setiaji, Calista Amalia; Widyasari, Choiriyah; Minsih, Minsih
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i2.13156

Abstract

Inclusive education extends beyond physical access to schooling and requires meaningful social participation among all learners, including students with special needs. In Islamic elementary schools, inclusive practices are further shaped by religious values that emphasize compassion, justice, and collective responsibility. However, empirical evidence remains limited on how social interactions are enacted in everyday classroom life and how teacher support operates within faith-based inclusive settings. This study aims to examine how social interactions between students with special needs and their peers manifest in inclusive Islamic elementary schools and to analyze the role of teacher support in shaping the form, quality, and sustainability of these interactions. Using a qualitative ethnographic approach, data were collected over six months through participant observation, in-depth interviews with teachers, students, and parents, and document analysis in three inclusive Islamic elementary schools in Kartasura, Indonesia. Data analysis followed the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing. The findings reveal that social interaction is highly context dependent, with more frequent and reciprocal engagement occurring during structured learning activities, while unstructured situations such as recess remain vulnerable to social exclusion. Teacher support emerged as a decisive factor in fostering inclusion through emotional reassurance, instructional scaffolding, and social mediation, particularly when grounded in Islamic values such as rahmah (compassion), cooperation, and moral responsibility. The study concludes that teachers function as key agents of social inclusion in Islamic elementary schools, and that culturally grounded, sustained teacher support is essential for strengthening peer acceptance and meaningful participation. These findings offer important implications for teacher preparation, inclusive pedagogy, and policy development in faith-based educational contexts.
Revitalisasi Kearifan Lokal Melalui Bermain Peran Dalang Wayang Sebagai Inovasi Pembelajaran di PAUD Ardianti, Amelia Rizki; Amalia Setiaji, Calista; Harsono
ABNA Journal of Islamic Early Childhood Education Vol. 6 No. 2 (2025): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v6i2.13218

Abstract

Penelitian ini bertujuan merevitalisasi kearifan lokal melalui kegiatan bermain peran dalang wayang sebagai inovasi pembelajaran di PAUD. Penelitian menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Partisipan terdiri dari dua guru kelas TK B dan delapan belas anak TK B di PAUD Saymara Kartasura. Kontribusi utama penelitian ini adalah model pembelajaran inovatif berbasis peran dalang wayang yang secara unik merevitalisasi kearifan lokal Jawa di PAUD berdasarkan observasi pra-pasca intervensi. Guru berperan sebagai fasilitator yang membantu anak menyesuaikan cerita dengan pengalaman mereka. Revitalisasi kearifan lokal melalui dalang wayang memperkuat karakter positif, menumbuhkan kecintaan pada budaya, dan memperkaya pembelajaran kontekstual di PAUD. Kata kunci: Kearifan Lokal, Bermain Peran, Dalang Wayang, Pendidikan Anak Usia Dini  This study aims to revitalize local wisdom through role-playing as a wayang puppeteer as an innovative learning approach in early childhood education (PAUD). It employs a qualitative descriptive approach. Data collection techniques include observation, interviews, and documentation. Participants consist of two TK B class teachers and eighteen TK B children at PAUD Saymara Kartasura. The main contribution is an innovative learning model based on the role of a wayang puppeteer, which uniquely revitalizes Javanese local wisdom in PAUD based on pre- and post-intervention observations. Teachers act as facilitators who assist children in adapting stories to their experiences. Revitalizing local wisdom through wayang puppeteering strengthens positive character, fosters love for culture, and enriches contextual learning in PAUD. Keywords: local wisdom, role-playing, wayang puppeteer, PAUD. Keywords: Local Wisdom, Role Play, Puppet Master, Early Childhood Education
Co-Authors Amalia Setiaji, Calista Choiriyah Widyasari Harsono Minsih Setiaji, Calista Amalia