<![CDATA[This study aims to understand the meaning and implementation of inclusive education from an Islamic perspective at SMPN 5 Salatiga City, as well as to identify internal and external obstacles that hinder its implementation. This study uses a qualitative approach with a case study method. Data collection techniques include participatory observation, in-depth interviews with teachers, students, and parents, and analysis of school documentation. The results of the study indicate that teachers' understanding of inclusive education already refers to Islamic values such as justice, compassion, and respect for humanity. However, this understanding has not been structured in learning policies and strategies. In practice, schools have accepted students with special needs in regular classes and created an inclusive social atmosphere, but systemic support such as adaptive curriculum, teacher training, and supporting facilities is still minimal. The novelty of this study lies in the integration of Islamic perspectives in the practice of analyzing inclusive education in public schools, which is still rarely the focus of studies. This study emphasizes the importance of making Islamic values not only as personal ethics, but also as a pedagogical foundation and institutional policy in realizing transformative inclusive education.]]>
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