Analisis Integrasi Filsafat Pendidikan Islam dalam Penguatan Pendidikan Inklusif

Abstract

This study examines the integration of Islamic educational philosophy in strengthening inclusive education. The research addresses a clear research gap: studies on inclusive education in Indonesia predominantly emphasize technical implementation, while discussions on Islamic educational philosophy remain normative, with limited attempts to systematically connect the two domains. Employing a qualitative method with a library research design, data were collected from scholarly journals, academic books, and relevant official documents. Data were analyzed using thematic analysis to identify the core philosophical values of Islamic education and their relevance to inclusive educational practices. The findings indicate that four foundational values—tawhid, justice (‘adl), compassion (rahmah), and brotherhood (ukhuwah)—are highly compatible with the core principles of modern inclusive education. These values offer a strong moral and spiritual foundation for building inclusive, equitable, and nondiscriminatory learning environments. The study also reveals several implementation challenges, including limited teacher competence, inadequate infrastructure, and persistent social stigma. Based on these findings, the study proposes an integration model consisting of value integration, role collaboration, and adaptive pedagogical strategies. Theoretically, this study contributes to expanding Islamic educational philosophy into the practical domain of inclusivity, while practically it provides guidance for educators and policymakers in enhancing inclusive education practices