Unlocking Harmony: How Islamic Principles Revolutionize Sfaety and Inclusion for Special Needs Education

Main Article Content

Dinda Rachma Dewanti
Hermanto Hermanto
Nur Azizah

Abstract

This research explores the role of Islamic leadership values in promoting inclusive education within a private junior high school in Yogyakarta, focusing on how these values influence the school's ability to provide a supportive and inclusive environment for students with special needs. The study is motivated by the growing recognition of inclusivity challenges in schools and the potential of Islamic leadership principles to address these challenges effectively. Using a qualitative case study approach, the investigation involved in-depth interviews and observations with key informants, including teachers, a school counselor, and the principal, to capture a multifaceted view of the implementation of tabligh (effective communication) and fathonah (intelligence) in fostering inclusivity.The findings reveal that the principal's application of Islamic leadership values, particularly through regular meetings, the buddy system, and Islamic speech sessions, significantly enhanced the school's inclusivity culture. These initiatives promoted better peer interactions, increased teacher and parental engagement, and offered a supportive network for students with special needs. However, challenges such as inconsistent implementation of inclusivity strategies and inadequate facilities were also identified. In conclusion, the study highlights the effectiveness of Islamic leadership values in enhancing inclusivity in education settings, underscoring the importance of tailored approaches to address the diverse needs of students. It suggests further research into adaptive inclusive practices and the impact of parental involvement, pointing towards a comprehensive approach to integrating cultural and religious values into educational leadership for fostering inclusivity.

Article Details

How to Cite
Dewanti, D. R., Hermanto, H., & Azizah, N. (2024). Unlocking Harmony: How Islamic Principles Revolutionize Sfaety and Inclusion for Special Needs Education. International Journal of Contemporary Studies in Education (IJ-CSE), 3(3), 218–225. https://doi.org/10.56855/ijcse.v3i3.1093
Section
Articles

References

Arianti. (2017a). Urgensi Lingkungan Belajar yang Kondusif Dalam Mendorong Siswa Belajar Aktif. Didaktika Jurnal Kependidikan, Jurusan Tarbiyah STAIN, 11(1).

Arianti. (2017b). Urgensi Lingkungan Belajar Yang Kondusif Dalam Mendorong Siswa Belajar Aktif. Didaktika Jurnal Kependidikan, Jurusan Tarbiyah STAIN Watampone, 11(1), 41–62.

Arianto, D. (2022). Pandangan Islam Terhadap Pendidikan Inklusif. Jurnal Lentera: Kajian Multidisiplin Ilmu, 1(1), 27–36. https://lentera.publikasiku.id/index.php/ln/

Chairunnisa, E., Najiyah, C., Salsabila, H., & Cendekia Dikara, W. N. (2020). Kepemimpinan Bermutu:

Konsep Pengembangan Lembaga Pendidikan Islam. Progresiva : Jurnal Pemikiran Dan Pendidikan Islam, 9(1), 26. https://doi.org/10.22219/progresiva.v9i1.12517

Tindall, E. R. (1996). The principal’s role in fostering teacher collaboration for students with special needs. https://doi.org/10.25774/w4-dwvb-ex51

Fitriatun, E. (2017). Seminar Nasional Kedua Pendidikan Berkemajuan dan Menggembirakan (The Second Progressive and Fun Education Seminar).

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175– 191. www.ijres.net

Hanifah, D. S., Haer, A. B., Widuri, S., & Santoso, M. B. (2022). TANTANGAN ANAK BERKEBUTUHAN KHUSUS (ABK) DALAM MENJALANI PENDIDIKAN INKLUSI DI

TINGKAT SEKOLAH DASAR. Jurnal Penelitian Dan Pengabdian Kepada Masyarakat (JPPM), 2(3), 473. https://doi.org/10.24198/jppm.v2i3.37833

Maryatin. (2013). Peran Kepemimpinan Kepala Madrasah dalam Meningkatkan Mutu Pendidikan Islam Maryatin Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga. Mudarrisa: Jurnal Kajian Pendidikan Islam, 5(2), 195–221.

Nadhiroh, U., & Ahmadi, A. (2024). Pendidikan Inklusif: Membangun Lingkungan Pembelajaran Yang

Mendukung Kesetaraan Dan Kearifan Budaya. Ilmu Budaya Jurnal Bahasa, Sastra, Seni, Dan Budaya , 8(1), 11–22.

Napitupulu, E. L. (2023, December 3). Pendidikan Inklusif untuk Anak Difabel Belum Optimal. Kompas.Com.

Nyoni, T., Nyoni, M., Bonga, W. G., & Nyoni, M. (2017). Factors Affecting Students’ Academic Achievement in Zimbabwe’s Rural Secondary Schools: A Case Study of Marimasimbe Secondary School in Jiri Community. In DRJ) Journal of Economics and Finance (Vol. 2, Issue 3). www.dynamicresearchjournals.orgwww.dynamicresearchjournals.org

Pratiwi, C. N., & Wahyudi, A. (2019). Diskriminasi Siswa Disabilitas Di Sekolah Inklusi Sidosermo.

Pratiwi, J. C. (2015). Prosiding Seminar Nasional Pendidikan Sekolah Inklusi Untuk Anak Berkebutuhan Khusus: Tanggapan Terhadap Tantangan Kedepannya. PROSIDING SEMINAR NASIONAL PENDIDIKAN “Meretas Sukses Publikasi Ilmiah Bidang Pendidikan Jurnal Bereputasi.”

Ramadhana, R. N. (2020). Tantangan Pendidikan Inklusi Dalam Mendidik Anak Berkebutuhan Khusus. https://doi.org/https://doi.org/10.31219/osf.io/n8rxu

Sab’na. (2020). Sab’na, Kolaborasi Orang Tua dan Guru Dalam Pendidikan Inklusif Kolaborasi Orang Tua dan Guru Dalam Pendidikan Inklusif.

Sari, J. J. P. ;, Sihaloho, E., Sutomo, R., & Arum, S. (2021). Meningkatkan Komitmen Guru melalui Optimalisasi Kepemimpinan Kepala Sekolah. Jurnal Jendela Pendidikan, 01(03), 250–264.

Setia, S., Leng, P., Mauliate, Y. E., Ekowati, D., & Ratmawati, D. (2021). The Principal Leadership in

Developing Inclusive Education for Diverse Students. International Journal of Emerging Issues in

Early Childhood Education, 3(1), 08–24. https://doi.org/10.31098/ijeiece.v3i1.519

Wahab, H. J. (2020). Nilai Moralitas Kepempinan Pendidikan Islam. Rumah Jurnal Al Auddin, IX(1), 59– 67.

Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281–290. https://doi.org/10.1108/OTH-04-2017-0016