<![CDATA[ABSTRACT Integrative-inclusive education has increasingly been recognized as an effective approach to overcoming the dichotomy between religious and general knowledge while promoting equitable learning for diverse students. However, previous studies have generally discussed curriculum development, instructional strategies, or assessment separately, providing limited comprehensive understanding of their integrated implementation in schools. Therefore, this study is important to provide a conceptual synthesis that can serve as a reference for developing integrative-inclusive education. This study aims to examine the implementation strategies of integrative-inclusive education in schools, focusing on curriculum development, learning strategies, and assessment practices. A systematic literature review was conducted by analyzing relevant articles retrieved from Google Scholar, ERIC, Scopus, and DOAJ using appropriate keywords. The findings reveal that the implementation of integrative-inclusive education involves integrating religious and general knowledge into the curriculum, applying active learning, cooperative learning, experiential learning, and deliberative learning models, and conducting comprehensive assessments covering cognitive, affective, and psychomotor domains. Successful implementation is further supported by continuous teacher professional development and collaborative projects, although challenges remain, including limited teacher competence, inadequate integrative teaching materials, and weak institutional coordination. In conclusion, integrative-inclusive education has significant potential to foster holistic and well-rounded learners, provided that it is supported by sustainable policies and strong collaboration among educational stakeholders. ABSTRAK Pendidikan integratif-inklusif semakin dipandang sebagai pendekatan yang mampu mengatasi dikotomi antara ilmu agama dan ilmu umum serta mewujudkan pembelajaran yang menghargai keberagaman peserta didik. Namun, berbagai penelitian masih membahas aspek kurikulum, pembelajaran, atau evaluasi secara terpisah sehingga belum memberikan gambaran komprehensif mengenai strategi implementasinya di sekolah. Oleh karena itu, penelitian ini penting untuk merumuskan sintesis konseptual yang dapat menjadi acuan dalam pengembangan pendidikan integratif-inklusif. Penelitian ini bertujuan mengkaji strategi implementasi pendidikan integratif-inklusif di sekolah, khususnya pada aspek pengembangan kurikulum, strategi pembelajaran, dan evaluasi. Penelitian menggunakan metode studi literatur sistematis dengan menelaah artikel ilmiah yang diperoleh dari Google Scholar, ERIC, Scopus, dan DOAJ menggunakan kata kunci yang relevan. Hasil kajian menunjukkan bahwa implementasi pendidikan integratif-inklusif dilakukan melalui pengembangan kurikulum yang memadukan ilmu agama dan ilmu umum, penerapan pembelajaran aktif, kooperatif, experiential learning, dan deliberative learning, serta evaluasi yang mencakup ranah kognitif, afektif, dan psikomotorik. Keberhasilannya didukung oleh pelatihan guru dan proyek kolaboratif, namun masih menghadapi kendala berupa keterbatasan kompetensi guru, minimnya bahan ajar integratif, dan lemahnya koordinasi antarlembaga. Dengan demikian, pendidikan integratif-inklusif berpotensi membentuk peserta didik yang holistik dan berkarakter apabila didukung kebijakan serta kolaborasi yang berkelanjutan.]]>
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