<![CDATA[This study aims to analyze the implementation of inclusive madrasah practices in Islamic Religious Education (Pendidikan Agama Islam or PAI) learning at State Islamic Senior High Schools in Kepulauan Bangka Belitung, with a particular focus on how teachers adapt instructional strategies to accommodate students with special educational needs within religious classroom settings. The research employed a descriptive qualitative design using participatory classroom observations, in-depth semi-structured interviews, and document analysis. Participants included PAI teachers, school leaders, and students directly involved in inclusive learning activities. Data were analyzed thematically through interactive stages of data reduction, data display, and conclusion drawing, while credibility was ensured through triangulation and member checking. The findings indicate that inclusive education in madrasahs is implemented primarily through classroom-based pedagogical adaptations rather than formal administrative mechanisms. Demonstration-based teaching, individualized guidance, differentiated instruction, and the use of practical religious learning tools effectively support students’ participation in worship practices and religious understanding. However, implementation remains inconsistent due to limited infrastructure, insufficient funding, lack of specialized training, and weak institutional supervision. This study offers a novel perspective by shifting the focus of inclusive education research in madrasahs from managerial and policy-oriented analyses toward a classroom-centered pedagogical approach that specifically examines inclusive practices in PAI learning. The study contributes theoretically to the development of an inclusive Islamic pedagogy framework and practically provides recommendations for teacher professional development, adaptive curriculum design, and contextual inclusive strategies to enhance equitable and compassionate religious education in madrasahs.]]>
