<![CDATA[The phenomenon of school dropouts in remote areas remains a serious challenge to achieving equitable education in Indonesia. This study is grounded in the author’s personal experience as the founder of Al Fatih As Syafii Islamic Boarding School, which implements an inclusive Islamic education model for out-of-school children in mountainous and forested regions. The purpose of this study is to reflect on the practice of inclusive Islamic education based on a pesantren model and to examine the strategies and sosial impacts generated by this approach. This research employs a reflective autoethnographic method, in which the author acts simultaneously as both researcher and participant. Data were collected through systematic and continuous personal reflective writings, which served as the primary data source, and were enriched by participant observation, informal interviews, and institutional documentation. The author’s personal reflections were analyzed thematically to capture the sosial, pedagogical, and spiritual dynamics of inclusive education practices in remote contexts. The findings indicate that community-based approaches and sosial empathy foster greater public awareness of the importance of education, revive learning motivation among out-of-school children, and cultivate an inclusive and sosially just religious culture. In conclusion, the inclusive Islamic education model implemented in remote areas not only restores access to education but also reinforces the values of justice (‘adl), balance (tawazun), and brotherhood (ukhuwah) as foundational principles of community-based sosial transformation.]]>
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