Inclusive Education Management for Children with Special Needs in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.18326/mudarrisa.v17i1.3413Keywords:
children with special needs, inclusive education, madrasah ibtidaiyahAbstract
Background & objectives: This article discusses the management of inclusive education in Madrasah Ibtidaiyah (MI), focusing on strategies and innovations, challenges and solutions, as well as the internalization of Islamic values in its implementation.
Method: This qualitative case study at MI Tarbiyatul Aulad involved the principal and special needs teachers selected through purposive sampling, using planning, implementation, and reporting procedures with data collected via interviews, observation, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing.
Results: The findings reveal: 1) five components of inclusive education management, namely initial assessment, curriculum adaptation, provision of special needs teachers, resource room and psychologist services; 2) two main challenges and their solutions in implementing inclusive education management; 3) three strategies for internalizing Islamic values, including the application of noble moral values, inclusive learning methods, and curriculum adjustments based on Islamic principles.
Contribution of theory: The study reinforces the theory of Islamic education management grounded in the principles of tawafuq (harmony), ‘adl (justice), and rahmah (compassion).
Limitations & Recommendations: A noted limitation is the lack of evaluation regarding the effectiveness and long-term impact of each component, suggesting the need for further research.
References
Apriliani, I., Pahrudin, A., Koderi, K., & Syafril, S. (2024). Management of Inclusive Education: An Implementation. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(1), 112–125. https://doi.org/10.31538/munaddhomah.v5i1.935
Ariani, A., Wahyudi, M., & Rugaiyah, R. (2019). Special Teachers in Inclusive Classes: Assisting Patterns for Children with Special Needs in Inclusive Settings. ICTES 2018, 1–9. https://doi.org/10.4108/eai.21-11-2018.2282112
Atkinson, C., Barrow, J., & Norris, S. (2022). Assessment practices of educational psychologists and other educational professionals. Educational Psychology in Practice, 38(4), 347–363. https://doi.org/10.1080/02667363.2022.2109005
Chu, M. W., Craig, H. L., Yeworiew, L. B., & Xu, Y. (2020). Teachers’ Unpreparedness to Accommodate Student Needs. Canadian Journal of School Psychology, 35(3), 210–224. https://doi.org/10.1177/0829573520916610
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(53), 1–24. https://doi.org/10.1186/s41239-021-00289-4
Gunarhadi, Sunardi, Andayani, T. R., & Anwar, M. (2016). Pedagogic Mapping of Teacher Competence in Inclusive Schools. Prosidng Icctte Fkip Uns 2015, 1(1), 389–394. https://core.ac.uk/download/pdf/289793135.pdf
Hakiman, Khuriyah, & Choiriyah, S. (2022). Inclusive Madrasas in Central Java Indonesia: Culture, Policy, and Practices. DINIKA : Academic Journal of Islamic Studies, 7(2), 251–276. https://doi.org/10.22515/dinika.v7i2.6327
Irocha, T., Subiyantoro, S., & Santosa, E. B. (2025). The Collaborative Role of Special Assistance Teachers with Regular Teachers on the Learning Success of Students with Early Reading Difficulties in Inclusive Elementary School. SHEs: Social, Humanities, and Educational Studies, 8(1), 457–465. https://doi.org/10.20961/shes.v8i1.98968
Kusumastuti, G., Yusuf, M., & Himawanto, D. A. (2017). The Need of Disability Awaraness Training for Regular Students in Inclusive School. International Journal of Recent Engineering Science (IJRES), 4(3), 15–19. https://doi.org/10.14445/23497157/IJRES-V4I3P104
Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson and Learning Studies, 9(3), 221–244. https://doi.org/10.1108/IJLLS-01-2020-0003
Lubaton, L. P. (2024). Awareness and Training Needs of Teachers in Inclusive Education. International Journal of Social Science and Human Research, 7(06), 4281–4287. https://doi.org/10.47191/ijsshr/v7-i06-92
Mahya, Y. M. Z., Rabbani, K. F., Saputra, D., & Minsih. (2022). The Role of Special Assistant Teachers in Facilitating Inclusive Learning in Inclusive Schools. Jurnal Pendidikan Inklusi, 6(2), 87–99. https://doi.org/10.26740/inklusi.v6n2.p87-99
Mbua, E. M. (2023). Principal Leadership: Raising the Achievement of All Learners in Inclusive Education. American Journal of Education and Practice, 7(1), 1–25. https://doi.org/10.47672/ajep.1313
Miles, M. B., Huberman, A. M., & Saldaña, J. (2015). Qualitative data analysis: A Methods Sourcebook. SAGE Publications.
Mu’is, A., Baharun, H., & Suwandi, S. (2022). Humanistic based Inclusive Education Management in Madrasah: Policy Review. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 6(3), 894–906. https://doi.org/10.33650/al-tanzim.v6i3.3574
Muniroh, N., Apriyanti, M., Musayaroh, S., & Yuliana, S. (2017). The Positive Impact of Collaborative Learning for Student with Intellectual Disability in Inclusive School. Journal of ICSAR, 1(1), 68–71. https://doi.org/10.17977/um005v1i12017p068
Nofiaturrahmah, F., & Kusmiyarsih, S. (2023). Implementation of Inclusion Education in the Madrasah Ibtidaiyah Keji, West Ungaran, Semarang. Quality: Journal of Empirical Research in Islamic Education, 11(1), 33–50. https://doi.org/10.21043/quality.v11i1.20265
Nuryana, Z., Wijayati, R. D., Sa’ari, C. Z., Ead, H. A., & Malik, S. (2024). Mapping the Landscape of Inclusive Education in Islamic Educational Contexts. Al-Misbah (Jurnal Islamic Studies), 12(1), 1–17. https://doi.org/10.26555/almisbah.v12i1.7988
Rachmawati, M. A., Nu’man, T. M., Widiasmara, N., & Wibisono, S. (2016). Differentiated Instruction for Special Needs in Inclusive Schools: A Preliminary Study. Procedia - Social and Behavioral Sciences, 217(2), 585–593. https://doi.org/10.1016/j.sbspro.2016.02.053
Rosyidah, H., Hananto, I., & Hayati, S. A. (2023). The Level of Family Harmony in Working Students in The Perspective of Guidance and Counseling. Pamomong: Journal of Islamic Educational Counseling, 4(2), 134–146. https://doi.org/10.18326/pamomong.v4i2.364
Roy, M., & Garcia, R. G. (2018). The Role of Parental Involvement and Social/ Emotional Skills in Academic Achievement: Global Perspectives. School Community Journal, 28(2), 29–46. https://files.eric.ed.gov/fulltext/EJ1201955.pdf
Saleh, I. M. R. (2024). Implementation of Inclusive Education in Madrasah in Indonesia. International Journal of Sustainable Social Science (IJSSS), 2(4), 241–246. https://doi.org/10.59890/ijsss.v2i4.2478
Salpina, S., & Putri, D. A. J. (2023). Implementation of the Pull Out Learning Model in Inclusive Education Programs To Optimize the Development of Children With Special Needs At Pelangi Anak Negeri Yogyakarta Islamic Kindergarten. Early Childhood Research Journal (ECRJ), 5(2), 16–23. https://doi.org/10.23917/ecrj.v5i2.20528
Simorangkir, R. R. M. (2021). Conditions of Facilities and Infrastructure for Inclusive School Education Services. International Journal of Elementary Education, 10(2), 38–41. https://doi.org/10.11648/j.ijeedu.20211002.12
Sopandi, E., & Khasanah, K. (2020). Evaluation of Implementation of Inclusion Education Programs in Madrasah Ibtidaiyah Badrussalam Surabaya. Akademika, 9(01), 33–45. https://doi.org/10.34005/akademika.v9i01.778
Suc, L., Bukovec, B., & Karpljuk, D. (2017). The role of inter-professional collaboration in developing inclusive education: experiences of teachers and occupational therapists in Slovenia. International Journal of Inclusive Education, 21(9), 938–955. https://doi.org/10.1080/13603116.2017.1325073
Tang, M. S., Muslimah, M., & Riadi, A. (2020). The Concept of Multicultural Education in Al-Qur’an Surah Al-Hujarat Verse 11-13. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 8(2), 119–133. https://doi.org/10.21093/sy.v8i2.2558
Wahyuningsih, S. (2016). Inclusive Education for Persons With Disabilities: the Islamic Perspective. QIJIS (Qudus International Journal of Islamic Studies), 4(1), 1–18. https://doi.org/10.21043/qijis.v4i1.1547
Wardi, M., Fithriyyah, M. U., Fathorrahman, Z., Hidayat, T., Ismail, & Supandi. (2023). Implementation of Religious Moderation Values Through Strengthening Diversity Tolerance in Madrasah. Jurnal Pendidikan Islam, 9(2), 241–254. https://doi.org/10.15575/jpi.v9i2.27952
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Syaefudin Achmad, Wan Alawee Samaeng
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
