Mendesain Sekolah Inklusi Ramah Anak Berbasis Nilai Islam: Studi Fenomenologi Di Kota Madiun
DOI:
https://doi.org/10.33507/m34wte96Keywords:
inclusive education, child-friendly school, Islamic valuesAbstract
Inclusive education is an important effort to ensure equal access to education for all learners, including students with special needs. However, the implementation of inclusive education at the elementary school level still faces various challenges, particularly in creating a child-friendly learning environment that accommodates diverse student needs. This study aims to explore the design of a child-friendly inclusive school based on Islamic values in Islamic elementary schools in Madiun City. This research employed a qualitative approach using a phenomenological design. Data were collected through in-depth interviews, participant observation, and document analysis involving school principals, classroom teachers, special education teachers, and school staff. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing. The findings reveal that the design of child-friendly inclusive schools based on Islamic values is formed through three main elements: inclusive school culture, adaptive pedagogical strategies, and the internalization of Islamic values in educational practices. Inclusive school culture develops through participatory leadership and collaboration among school members, while adaptive pedagogical strategies are implemented through differentiated instruction and individualized education programs for students with special needs. Islamic values function as a moral foundation that strengthens empathy, justice, and respect for diversity among students. This study contributes conceptually to the development of inclusive education models that integrate child-friendly school approaches with Islamic values in the context of elementary education
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