Practice of Inclusive-Based Islamic Education Providers at Al-Amanah Elementary School (SD) Cileunyi

Abstract

Inclusive education is essential for ensuring equitable access to learning for students with diverse abilities and backgrounds. In Islamic education, this principle aligns closely with the values of justice, compassion, equality, and mutual assistance. This study aimed to describe the practices of inclusive Islamic education at Al-Amanah Islamic Elementary School (Sekolah Dasar [SD]) Cileunyi, focusing on institutional policies, curriculum implementation, and learning support services. A qualitative approach with a case study design was employed. Data were collected through document analysis of the school profile, vision and mission statements, curriculum documents, and inclusive education programs, supported by a review of relevant academic literature. The findings showed that inclusive education was implemented through nondiscriminatory student admission policies, recognition of individual learning differences, and an institutional structure consisting of an inclusion coordinator and an inclusive learning support team. The integration of the Merdeka Curriculum and the 2013 Curriculum facilitated differentiated instruction, adaptive learning modules, formative assessment, and alignment with national competency standards. Inclusion assistant teachers and educational stimulation units provided additional support for students’ motor, language, social, and emotional development. The study concluded that Al-Amanah had developed a systematic model of inclusive Islamic education that combined curriculum flexibility, institutional commitment, specialized support services, and Islamic values to address diverse student needs.