The fundamentals of Islamic religious education in inclusive schools meet special needs children's PAI issues

Weny Savitry S. Pandia; Sultan Lee; Samuel Khan

doi:10.61650/ajis.v2i1.322

Authors

Weny Savitry S. Pandia Universitas Katolik Indonesia Atma Jaya, Indonesia
Sultan Lee Yayasan Assyfa Learning Centre (YALC) Pasuruan, Indonesia
Samuel Khan Lovanium University, Kinshasa, Congo

https://doi.org/10.61650/ajis.v2i1.322

Keywords:

Children with Special Needs, Fundamentals, Inclusive School, Islamic Education

Abstract

Education is a profound and essential process that enables individuals to achieve success in their social lives and various other domains. Designed specifically for children with impairments or special needs (ABK), children with exceptional needs require increased supervision and customized educational assistance. This study aims to acquire a comprehensive understanding of the educational journey of children with disabilities in inclusive educational settings. The research will utilize the literature review research methodology, with a specific emphasis on pertinent studies published in reputable publications between 2013 and 2023. This study analyzes and assesses previous research on Islamic religious education in inclusive schools. It aims to apply relevant theories to clarify the concept or representation that is formed via the process of generalizing understanding. Theory, in essence, provides a succinct depiction of empirical generalizations and the interrelationships among many premises. These claims are based on explicit assumptions, encompassing both those that will be scrutinized and those that have already been recognized. The findings revealed that by adopting an inclusive school paradigm, children with special needs can avail themselves of equivalent educational chances as their typically developing peers. Moreover, this essay will explore the precise tactics for converting an inclusive school into a setting where kids with special needs can participate in both educational and recreational pursuits without facing any kind of prejudice.

Downloads

Download data is not yet available.

References

Abidin, M. Z., Mispani, M., Yusuf, M., Setiawan, A., Wati, R. I., & Darmayanti, R. (2023). Implementasi Amaliyah Ahlussunnah Wal Jamaâ€TMah Dalam Mengatasi Perilaku Amoral Sebagai Upaya Pembentukan Akhlak Remaja. Assyfa Journal of Islamic Studies, 1, 51–62.

Adibussholih, M. (2023). Aktualisasi Diri Keagamaan Dalam Pembentukan Akhlak Di Pondok Pesantren Al-Qudsi Tulang Bawang. Assyfa Journal of Islamic Studies, 1.

Adibussholih, M., & Indrianis, Y. (2023). Moral Formation: How is religious self-actualization at the Al-Qudsi Tulang Bawang Islamic Boarding School? Assyfa Journal of Islamic Studies, 1, 87–98.

Ahmad, F. N., & Yusuf, M. (2023). Integrasi Kurikulum Pendidikan Islam Pondok Pesantren Dan SMA. Assyfa Journal of Islamic Studies, 1, 73–86.

Anhar, J., & Darmayanti, R. (2023). Pengaruh Kompetensi Guru Agama Islam Terhadap Implementasi Manajemen Sumber Daya Manusia Di Madrasah Tsanawiyah. Assyfa Journal of Islamic Studies, 1, 13–23.

Castillo-Retamal, F. (2021). Special Educational Needs and Physical Education: An analysis from the Chilean ministerial curricular proposal. Retos, 42, 56–65. https://doi.org/10.47197/RETOS.V42I0.86977

Darmayanti, R., Choirudin, C., Hadiroh, S., Sumani, S., Naim, M. A., & Aidha, A. S. (2024). Pizza Vs. PJBL: How mathematics learning media improves high school students creative thinking on trigonometric function limits. Assyfa Journal of Islamic Studies, 1.

Darmayanti, R., Fikri, M., & Rahman, M. A. (2023). Student learning outcomes will" improve" when using counting box media. How significant is the impact of this media? Assyfa Journal of Islamic Studies, 1(1).

de Lima, L. A. A. (2018). Inclusive Education in the Military College System of Brazil: The case study on Specialized Educational Assistance. Espacios, 39(25).

Fikri, M., Darmayanti, R., & Hussain, N. (2023). How applicable are the KuMo and FiC as teaching tools for mathematics content? Assyfa Journal of Islamic Studies, 2.

García-Barrera, A. (2017). Special educational needs: A conceptual burden for inclusive education in Spain. Ensaio, 25(96), 721–742. https://doi.org/10.1590/S0104-40362017002500809

Hardaker, G. (2017). Perceptions of inequalities in access and usage of ICT in Islamic faith schools. International Journal of Inclusive Education, 21(9), 881–893. https://doi.org/10.1080/13603116.2017.1296030

Hasanah, N., Syaifuddin, M., & Darmayanti, R. (2022). Analysis of the need for mathematics teaching materials" digital comic based on islamic values" for class X SMA Students in Era 5.0. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 6(2), 231–240.

Hienonen, N. (2021). Outcomes of Regular and Special Class Placement for Students with Special Educational Needs–A Quasi-experimental Study. Scandinavian Journal of Educational Research, 65(4), 646–660. https://doi.org/10.1080/00313831.2020.1739134

Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. Inclusive Special Education: Evidence-Based Practices for Children with Special Needs and Disabilities, 1–185. https://doi.org/10.1007/978-1-4939-1483-8

Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256. https://doi.org/10.1111/1467-8578.12101

Hu, M. (2021). Artificial intelligence in dance education: Dance for students with special educational needs. Technology in Society, 67. https://doi.org/10.1016/j.techsoc.2021.101784

Humaidi, M. N., Triansyah, F. A., Sugianto, R., & Laila, A. R. N. (2023). Development of a HOTS-Leveled Two-Tier Multiple Choice (TTMC) Test to Measure Student Misconceptions in Islamic Studies. Assyfa Journal of Islamic Studies, 1, 31–40.

Hussain, N., & Xi, W. (2023). Islam and International Standards of Human Rights: An Analysis of Domestic Implementation of International Human Rights in Islamic Culture. Assyfa Journal of Islamic Studies, 1, 1–12.

Jay, M. A. (2021). Special educational needs, social care and health. Archives of Disease in Childhood, 106(1), 83–85. https://doi.org/10.1136/archdischild-2019-317985

Karasu, T. (2019). Theories on which inclusive education is based and the view of Islam on inclusive religious education. Cumhuriyet Ilahiyat Dergisi, 23(3), 1371–1387. https://doi.org/10.18505/cuid.588894

Laila, A. R. N., Cholily, Y. M., Syaifuddin, M., Darmayanti, R., Sugianto, R., & Muhammad, I. (2023). Desain Modul Matematika Bilingual: Urgensi Pengembangan Media Matematika Bilingual dengan konten Islami. Assyfa Journal of Islamic Studies, 2.

Laila, A. R. N., In’am, A., & Darmayanti, R. (2022). AKM content: developing a mathematical problem-solving test based on Islamic context at MTs. AMCA Journal of Religion and Society, 2(1).

Manasikana, A., Anwar, M. S., Setiawan, A., Choirudin, C., & Darmayanti, R. (2023). Eksplorasi Etnomatematika Islamic Center Tulang Bawang Barat. Jurnal Perspektif, 7(1), 34–49.

McKerr, L. (2020). Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement. British Journal of Learning Disabilities, 48(1), 45–58. https://doi.org/10.1111/bld.12313

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies, 1–347. https://doi.org/10.4324/9780203105313

Mubarok, M. Z., Yusuf, M., & Darmayanti, R. (2023). Efforts to improve tajwid learning using the An-Nahdliyah method in Diniyah students. Assyfa Journal of Islamic Studies, 1(1), 99–109.

Nilsen, S. (2017). Special education and general education–coordinated or separated? A study of curriculum planning for pupils with special educational needs. International Journal of Inclusive Education, 21(2), 205–217. https://doi.org/10.1080/13603116.2016.1193564

Nurmalitasari, D., Lestari, A. S. B., & Muhammad, I. (2023). Comedian Mathematical Thinking: An Islamic Examination of Inductive, Deductive, and Analogy Approaches in the Creation of Stand-Up Comedy Material. Assyfa Journal of Islamic Studies, 1, 24–30.

Pandia, W. S. S., Ruwinah, R., & Yumna, L. (2023). Parents’ Accompanying to Identify Special-Needs Children in Depok, Indonesia. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 2, 64–72.

Petretto, D. R. (2020). Special educational needs, distance learning, inclusion and COVID-19. Education Sciences, 10(6), 1–2. https://doi.org/10.3390/educsci10060154

Rahmat, M. (2022). The Impact of Inclusive Islamic Education Teaching Materials Model on Religious Tolerance of Indonesian Students. International Journal of Instruction, 15(1), 347–364. https://doi.org/10.29333/iji.2022.15120a

Suharsiwi, Pandia, W. S. S., Ruwinah, & Yumna, L. (2023). Parents’ Accompanying to Identify Special-Needs Children in Depok, Indonesia. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 1(2), 64–72.

Widodo, T., Muhammad, I., Darmayanti, R., Nursaid, N., & Amany, D. A. L. (2023). Manajemen keuangan pendidikan berbasis digital: Sebuah kajian pustaka. Indonesian Journal of Educational Management and Leadership, 1(2), 146–167.

Zahroh, U., Rachmawati, N. I., Darmayanti, R., & Tantrianingrum, T. (2023). “ Guidelines” for collaborative learning in 21st century education at Madrasah Tsanawiyah. Assyfa Journal of Islamic Studies, 1(2).