Implementation of Inclusive Learning in Islamic Religious Education to Improve the Understanding and Application of Religious Values among Eighth Grade Students at SMP Negeri 1 Boyan Tanjung

Wiro Riwansah; Nuraini Nuraini; Nilhakim Nilhakim

doi:10.55606/ijel.v4i3.273

Authors

Wiro Riwansah Universitas Sultan Muhammad Syafiuddin Sambas
Nuraini Nuraini Universitas Sultan Muhammad Syafiuddin Sambas
Nilhakim Nilhakim Universitas Sultan Muhammad Syafiuddin Sambas

DOI:

https://doi.org/10.55606/ijel.v4i3.273

Keywords:

Application of Religious Values, Education, Inclusive Learning, Islamic Religious, Religious Understanding

Abstract

This study aims to analyze the implementation of inclusive learning in Islamic Religious Education (PAI) in eighth grade students of SMP Negeri 1 Boyan Tanjung and its impact on students' understanding and application of religious values. The main focus of the study includes the strategies, methods, and approaches used by teachers, the challenges faced in their implementation, and solutions that can be applied to improve the effectiveness of inclusive learning. The research approach used was qualitative with descriptive methods. Data were collected through in-depth interviews, direct observation, and document analysis. The research subjects consisted of PAI teachers, eighth grade students, and the principal. Data were analyzed using data reduction techniques, data presentation, and interactive conclusion drawing. The results showed that inclusive learning strategies were implemented through differentiation, discussion methods, project-based learning, and a values-based approach. This implementation contributed positively to improving students' understanding of Islamic teachings and the application of religious values in everyday life. However, several obstacles were still encountered, such as limited facilities, lack of teacher training, and diversity of student abilities. This study concluded that the success of inclusive learning in PAI is highly dependent on the support of various parties, including improving teacher competence, providing adequate facilities, and the active role of schools and parents in creating an inclusive learning environment.

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