Assyfa Journal of Islamic Studies, vol. 2 (1), pp. 77-86, 2024
Received 28 May 2024/published 27 May 2024
https://doi.org/10.61650/ajis.v2i1.559

The fundamentals of Islamic religious
education in inclusive schools meet
special needs children’s PAI issues.
Weny Savitry S. Pandia 1*, Sultan Lee 2, and Samuel Khan 3
1Universitas Katolik Indonesia Atma Jaya, Indonesia
2

Foundation Assyfa Learning Center (YALC) Pasuruan, Indonesia

3Lovanium University, Kinshasa, Congo

*E-mail correspondence to: weny.sembiring@atmajaya.ac.id

Abstract
children, especially in Islamic Religious Education (PAI) (Listiyanti & Hasyim,
2024; Suwanto, As’ariy, et al., 2024)PAI is not only about knowledge; it also
functions as a means of forming students’ fundamental religious and moral
character. However, integrating ABK in the inclusive education system faces
various obstacles, such as limited facilities, insufficient training of educators,
and social stigma against ABK.

Education is a profound and essential process that enables individuals to
succeed in their social lives and various other domains. Designed
specifically for children with impairments or special needs (ABK), children
with exceptional needs require increased supervision and customised
educational assistance. This study aims to comprehensively understand
the educational journey of children with disabilities in inclusive
educational settings. The research will utilize the literature review
methodology, specifically emphasising pertinent studies published in
reputable publications between 2013 and 2023. This study analyzes and
assesses previous research on Islamic religious education in inclusive
schools. It aims to apply relevant theories to clarify the concept or
representation that is formed via the process of generalising
understanding. Theory, in essence, provides a succinct depiction of
empirical generalisations and the interrelationships among many
premises. These claims are based on explicit assumptions, encompassing
those that will be scrutinised and those that have already been
recognised. The findings revealed that by adopting an inclusive school
paradigm, children with special needs can avail themselves of educational
opportunities equivalent to those of their typically developing peers.
Moreover, this essay will explore the precise tactics for converting an
inclusive school into a setting where children with special needs can
participate in both educational and recreational pursuits without facing
any kind of prejudice.

The challenges in inclusive education in Indonesia are pretty complex,
especially related to limited facilities and resources. Many schools do not yet
have adequate facilities, such as disability-friendly classrooms and learning
aids that are important for children with special needs (ABK) (Humammi et
al., 2024; Rohmat et al., 2024). In addition, educators are often poorly
trained in implementing appropriate teaching methods for ABK(Darmayanti
et al., 2024), especially in Islamic Religious Education (PAI) subjects. Social
stigma is also a barrier because ABK often experience discrimination from
society and peers, which has an impact on their social interactions. PAI
learning methods tend to be monotonous (Asmawati et al., 2024a), less
creative(Wahid & Arifin, 2024a), and not varied(Nurhakim et al., 2024), so
they do not meet the needs of ABK, who require more adaptive learning
methods.
On the other hand, support from parents is often not optimal. Many do not
understand the importance of inclusive education and their role in
supporting ABK learning at home. The curriculum is also not fully inclusive
and adaptive for ABK in Islamic Religious Education learning. The lack of
research and literacy on inclusive education is an additional obstacle,
making practice less evidence-based. The challenges in delivering religious
material (Utami et al., 2024a), such as procedures for prayer and reading
the Qur’an, require special strategies so that ABK can accept them. In
addition, instilling Islamic values in the daily lives of ABK without burdening
them is a challenge(Ghofururrohim et al., 2024a; Hamdiati et al., 2024).
Government support in the form of policies and budgets is also not evenly
distributed throughout Indonesia (Irmawati et al., 2024a), adding to the
challenges in realising effective(Hidayat et al., 2024; Prasetyani et al.,
2024a; Rahman et al., 2024)Inclusive education.

Keywords: Children with Special Needs, Fundamentals, Inclusive School,
Islamic Education.

1. INTRODUCTION
Education is a fundamental process that enables individuals to
develop socially, intellectually, and spiritually (Ghofururrohim et al.,
2024b; Suharsiwi, Lestari, et al., 2024). In the context of children with
special needs (ABK), education becomes a more significant challenge
due to the physical (Lubis, 2024), mental (Pandia et al., 2024a), or
emotional limitations they experience. ABK requires special attention,
both in supervision and adapted learning methods. One of the main
challenges is ensuring that ABK receives an equal education to other
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Based on the advantages and empirical evidence mentioned, this
research is fundamental. Kitab Al-Barzanji has excellent potential as
a source of moral education that can be integrated into the Islamic
education curriculum (Banks, 2015; Blewitt, 2018). By understanding
and applying the moral values from the Book of Al-Barzanji, it is
hoped to produce a generation that is not only knowledgeable but
also has high morality, and can face the challenges of the times wisely
and ethically (Springer, 2017a, 2017b).

teaching PAI. Emphasis is also placed on developing an adaptive curriculum
and special provision for PAI teachers. Thus, this study targets improving
the quality of inclusive education, in line with the special needs of
ABK(Prasetyani et al., 2024b; Yusuf & Choirudin, 2024), which are often
neglected in the existing education system.
This study identifies a gap in previous studies, namely the lack of focus on
Islamic Religious Education teaching methods specific to children with
special needs in an inclusive system. Unlike previous studies(Pandia,
Ruwinah, et al., 2023; Pokharel et al., 2020), this study practically and
effectively explores Islamic education theory's application in an inclusive
context. This aims to find methods to increase the active participation of
children with special needs in the education process without discrimination.
Thus, this study offers new insights and practical solutions to existing
problems.

Previous studies have provided important insights into inclusive
education and Islamic Religious Education (PAI). Several studies have
been conducted to examine various aspects of this topic. For
example, Rohmah et al. (2021) examined the implementation of
inclusive education in elementary schools and found that most
schools were not ready regarding facilities and teaching staff. This
finding indicates an urgent need to improve school readiness in
implementing inclusive education(Asmawati et al., 2024b; Wahid &
Arifin, 2024b). In addition, Wahyuni (2023) highlighted the
importance of providing Islamic Religious Education teachers with
teaching techniques for Children with Special Needs (ABK) in inclusive
schools, emphasising that special training for teachers is key to
improving teaching effectiveness in an inclusive environment.

Islamic education theory with a humanistic and inclusive approach is used
in developing this research. The concept of education based on Islamic
values is applied to shape the religious character of ABK, ensuring their
active participation in education. The conclusion of this study highlights the
importance of inclusive education as a solution to provide equal education
rights for ABK. However, implementing Islamic Religious Education learning
in inclusive schools still faces challenges, such as a lack of facilities, trained
educators, and social stigma. This study seeks to fill this gap by offering a
new and adaptive approach and emphasising the need for support from the
government, educators, and parents to create an inclusive and religious
educational environment.

Siregar (2022) discussed the influence of social stigma on the
development of children with special needs in inclusive school
environments, showing that a supportive social environment is an
important factor for the positive development of children with
special needs. Another study by Zahra et al. (2021) found that
integrating Islamic values in the inclusive curriculum can increase the
self-confidence of children with special needs, indicating the
importance of a holistic approach in inclusive education. In addition,
Hasanah (2020) identified the role of parents in the success of Islamic
Religious Education for children with special needs in inclusive
schools, emphasising that parental involvement is an important
element in supporting the learning of children with special needs.
Overall, these studies provide valuable insights that can be used to
improve the quality of inclusive education and Islamic Religious
Education for children with special needs.

2. METHOD
This research employs the literature review method, which evaluates,
analyses, and integrates previous research findings relevant to Islamic
Religious Education (PAI) in inclusive schools. This method was chosen to
understand various aspects of PAI learning for Special Needs Children (ABK)
by reviewing literature published in reputable journals between 2013 and
2023. The following are the research steps and components, which are
explained in stages.
2.1 Research Design

This study offers a new approach to teaching Islamic Religious
Education (PAI) to Children with Special Needs (ABK) in inclusive
schools (Irmawati et al., 2024b; Suwanto, Asâ€TMariy, et al., 2024).
Conducting a comprehensive literature analysis highlights the
importance of more effective strategies to overcome challenges in

This study is designed to review various studies relevant to Islamic Religious
Education in inclusive schools. The process involves several main stages:
problem identification, literature collection, data analysis, result
interpretation, and conclusion. The research flow is depicted in Figure 1
below.

Figure 1.The research will utilize the literature review research
methodology (Lomborg, 2023; Rong et al., 2021; Theristis et al., 2020)

Figure 1 Description: The first stage involves identifying the main
issues related to PAI learning for ABK in inclusive schools based on the
research background. The primary focus is on the special needs of ABK
in understanding Islamic values. The next stage is collecting literature
from indexed journals, such as Scopus, Google Scholar, and other
databases, which include related studies between 2013 and 2023.

The collected literature is then analysed using a thematic approach to
identify key themes related to PAI learning strategies for ABK. Data is
analysed to find previous research patterns, relationships, and gaps
(research gaps). The research results are then summarised as main findings
and practical recommendations that can be applied in inclusive schools.
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2.2 Data Collection Technique
The research employs a secondary literature review methodology to
gather pertinent data, focusing on Islamic Religious Education (PAI)
within inclusive school settings. This approach ensures a
comprehensive understanding by analysing various existing studies
that adhere to specific inclusion and exclusion criteria. The inclusion
criteria are stringent, incorporating articles specifically addressing PAI
in inclusive schools, published in reputable journals from 2013 to
2023. Furthermore, the research considers studies that explore
learning strategies for children with special needs (ABK), ensuring a
broad yet relevant scope(Dauti & Voka, 2022; Jothikumar & Jagan,
2022). Conversely, the exclusion criteria eliminate articles that do not
directly pertain to the primary topic of PAI or those that are
inaccessible in full-text format, thus maintaining the quality and
No
1

2
3

applicability of the data (Greenhalgh, 2019). By filtering through this welldefined set of criteria, the research aims to extract valuable insights and
patterns from the existing literature, offering a nuanced perspective on the
pedagogical practices and challenges within inclusive educational settings.
This method enhances the reliability of the findings and aligns with
contemporary educational research practices, as highlighted by (Das & Das,
2025) in their discussions on systematic reviews and literature synthesis.
2.3 Research Instrument
The research instrument consists of a categorisation table to classify the
literature collected. This table includes several key elements such as the
article title, author, year of publication, research method used, primary
findings, and its relevance to the research on PAI in inclusive schools. An
example table is presented below:

Table 1. The research instrument to the research on PAI in inclusive schools
Article Title
Author
Year
Research Method
Main Findings
Islamic
Religious Rohmah
2021
Qualitative
Inclusive
schools
Education in Inclusive et al.
require an adaptive
Schools
curriculum
Teacher Strategies in Wahyuni
2023
Case Study
Teachers
need
Teaching ABK
special training
Implementation
of Hasanah
2020
Literature Review
The government’s
Islamic Education in
role in supporting
Inclusive Schools
inclusion

Relevance to Research
Describes the need for
a PAI curriculum
Relevant for learning
strategies
Emphasises
government policy

policies, and research gaps that could serve as the basis for further
research(Dreusch et al., 2025; Suharsiwi & Choirin, 2023b). With this
approach, the research is expected to significantly contribute to developing
inclusive education, particularly in PAI learning for special needs children.

2.4 Data Analysis
Data is analysed using a thematic approach, where each central theme
in the literature is explored to find challenges in PAI learning for
ABK(Ali & Fatima, 2023; Liao et al., 2020), effective teaching strategies
for ABK, and the roles of teachers, parents, and the government in
supporting inclusive education. This thematic approach allows
researchers to identify patterns and trends in relevant literature and
develop a deeper understanding of the researched topic(Lepcha et al.,
2020; Pandia et al., 2024b; Suharsiwi, Sutini, et al., 2024a).

3. RESEARCH RESULTS AND DISCUSSION
This research aims to understand how Islamic Religious Education (PAI) can
be effectively implemented in inclusive schools for children with special
needs (ABK). The literature review identified several key findings regarding
the challenges, strategies, and impacts of PAI learning in inclusive schools.

2.5 Research Location and Subjects

3.1 Challenges of PAI Learning in Inclusive Schools

This research does not involve a physical location as it is literaturebased. However, the subjects in focus are Special Needs Children
(ABK) in inclusive schools, Islamic Religious Education teachers in
inclusive schools, and government policies on inclusive education.
This focus allows the research to identify and explore factors affecting
PAI learning in an inclusive context.

The main challenges in PAI learning in inclusive schools revolve around
several key issues. First, many of these schools are not yet equipped with
adequate facilities to support the learning of students with special needs,
known as ABK, such as disability-friendly classrooms or interactive learning
aids. This limitation hinders the practical education of ABK students.
Additionally, the PAI curriculum in these schools has not been fully adapted
to meet the specific needs of ABK students. This lack of adaptation results in
many students struggling to understand the material, as the curriculum does
not cater to their unique learning requirements. Furthermore, there is a
significant shortage of trained teachers with the necessary skills and
knowledge related to teaching methods for ABK. PAI teachers in inclusive
schools often lack special training, crucial for delivering effective education
to students with diverse needs. This deficiency in teacher preparation leads
to suboptimal learning experiences for ABK students, as educators may not
be equipped to address their specific challenges and learning styles. Overall,
overcoming these challenges requires addressing the lack of facilities,
updating the curriculum to be more inclusive, and providing specialised
training for teachers to ensure a more effective and supportive learning
environment for all students. The main challenges in PAI learning in inclusive
schools include:

2.6 Data Validation
Validation is conducted by selecting literature sources from reputable
international and national journals, such as journals indexed in
Scopus, Google Scholar, and Sinta(Ogachi et al., 2020; Suharsiwi,
Sutini, et al., 2024b). This research also employs literature
triangulation methods to ensure data accuracy and the relevance of
findings(Pandia & Drew, 2023; Suharsiwi & Choirin, 2023a). Thus, the
validity of the research results can be guaranteed and provide credible
contributions to the development of inclusive education.
2.7 Research Output
The research results will include identifying effective PAI learning
strategies for ABK, recommendations for better inclusive education

Table 2. Challenges in PAI learning in inclusive schools
Description
Many inclusive schools lack adequate facilities to support ABK
(Anak Berkebutuhan Khusus) learning, such as disability-friendly
classrooms or interactive learning aids.
Non-Adaptive Curriculum
The PAI (Pendidikan Agama Islam) curriculum is not fully adjusted
for ABK, which can make it difficult for students to understand the
material.
Lack of Trained Teachers
PAI teachers often lack special training in methods for teaching
ABK, leading to less effective learning outcomes.
Challenge
Limited Facilities

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In inclusive schools, PAI learning faces significant challenges due to
limited facilities, a non-adaptive curriculum, and a lack of trained
teachers. The inadequacy of disability-friendly classrooms and
interactive aids hinders effective learning. Furthermore, the PAI
curriculum often fails to accommodate the specific needs of ABK
students, creating barriers to comprehension. Compounding these

issues, many teachers lack specialised training in teaching methods for ABK,
resulting in suboptimal educational experiences. Addressing these
challenges is crucial for improving educational outcomes in inclusive
settings. The following flowchart represents the main challenges of PAI
learning in inclusive schools:

Figure 2. Challenges of PAI Learning in Inclusive Schools (Taye et al., 2023)

The figure above illustrates the relationship between limited facilities,
a non-adaptive curriculum(Shim & Hahm, 2024; Widoatmodjo &
Setyawan, 2023), and a lack of teacher training as the main challenges
causing learning barriers in PAI in inclusive schools.

requirements, ensuring that lessons are accessible and engaging.
Additionally, interactive media, including educational videos and Islamic
apps, enhance the learning experience by making it more dynamic and
relatable. This technology integration captures students’ attention and
reinforces concepts through visual and interactive elements(Asongu et al.,
2020; X. Peng et al., 2024). Moreover, the collaboration between parents
and teachers is essential in fostering a supportive learning environment.
Parental involvement at home complements the educational efforts at
school, creating a cohesive support system that significantly contributes to
the child’s academic success(Dai et al., 2023; Pandia et al., 2024a). Together,
these strategies form a comprehensive framework that supports the diverse
learning needs of ABK, promoting their overall educational development.

3.2 PAI Learning Strategies for ABK
Research indicates that effective learning strategies for children with
special needs (ABK) emphasise a personalised approach(Liani et al.,
2023, 2024), the integration of interactive media, and strong parentteacher collaboration. An individual approach involves customising
teaching methods to align with each student’s unique abilities and

Strategy
Individual Approach

Use of Interactive Media
Parent-Teacher
Collaboration

Table 3. PAI Learning Strategies for ABK
Description
Learning is tailored to each
student’s needs according to their
level.
Utilising technology to facilitate PAI
teaching.
Parents support their child’s
learning at home.

Source
Wahyuni (2023)

Rohmah et al. (2021)
Hasanah (2020)

4. RESEARCH DISCUSSION AND ANALYSIS

3.3 Impact of PAI Learning in Inclusive Schools

4.1 Challenges of PAI Learning in Inclusive Schools

PAI learning in inclusive schools offers several positive impacts,
particularly for students with special needs (ABK). Firstly, it
significantly boosts their confidence as they engage in learning
tailored to meet their unique requirements. This personalised
approach allows ABK students to feel more secure and capable,
fostering a supportive learning atmosphere(Pandia, Laudra, et al.,
2023; C. Peng, 2022). Moreover, the program focuses on developing
Islamic character, where students are taught essential Islamic values
to integrate into their daily lives, promoting moral and ethical growth.
This aspect of education helps shape their personalities in line with
Islamic teachings(Firdaus et al., 2024; Kaminski et al., 2024),
contributing to their holistic development. Additionally, PAI learning
fosters social integration by encouraging ABK students to interact
harmoniously with their peers. This interaction enhances their social
skills and helps build an inclusive environment where all students feel
valued and respected. Overall, PAI learning in inclusive settings plays
a crucial role in enhancing the educational experience for ABK
students.

Exploring challenges in PAI (Pendidikan Agama Islam) learning within
inclusive schools reveals significant areas requiring improvement, especially
concerning government and stakeholder involvement. A critical issue is the
insufficient training for teachers, highlighted by Wahyuni (2023), who
emphasises that teachers struggle to implement effective teaching
strategies for students with special needs (ABK) without proper training. This
is further supported by Zahra et al. (2021), who argue that inadequate
educational facilities significantly impede the teaching and learning process
for ABK. To elaborate, teachers cannot cater to their students' diverse needs
when they lack the necessary skills and resources. For instance, a teacher
without training in inclusive education may be unable to adapt lesson plans
to accommodate various learning styles, leading to a less effective learning
environment.
Moreover, a deeper analysis of these challenges reveals systemic issues that
require critical examination and reflection. The impact of these challenges is
profound, as they affect not only ABK's immediate educational outcomes
but also its long-term social integration and personal development. A study
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by Hasan et al. (2022) suggests that well-trained teachers who utilise
innovative teaching methods can significantly enhance learning
experiences, thus improving educational outcomes for ABK. This
points to the need for comprehensive policy reform, investment in
teacher training programs, and improved educational infrastructure.

Reflecting on these challenges calls for a coordinated effort to address them,
ensuring equitable education for all students. Below is a script illustrating
the potential impact of enhanced teacher training on ABK learning
outcomes:

Figure 3: Impact of Teacher Training on ABK Learning Outcomes
4.2 4.2 PAI Learning Strategies for ABK

experiences, as demonstrated in recent studies exploring the impact of
technology on learning.

Effective PAI learning strategies involve an individual approach, the
use of interactive media, and collaboration between parents and
teachers. In this context, schools need to leverage technological
advancements as learning aids.
a)

b)

Impact and Reflection on PAI Learning Strategies

Analysing these strategies reveals their significant impact on the cognitive
and social development of ABK. The integration of technological tools not
only aids comprehension but also fosters independence, as students learn
to navigate and explore content at their own pace. This is supported by the
findings of Anwar et al. (2022), who observed that interactive learning
environments enhance student engagement and retention. Reflecting on
these strategies, it becomes apparent that they offer substantial benefits
but also require ongoing evaluation and adaptation to meet diverse needs.
Schools must critically assess these tools’ effectiveness, ensuring they are
inclusive and equitable. Consequently, the exploration of these strategies
should continue to evolve, informed by empirical evidence, to address the
unique challenges ABK faces in PAI learning. This ongoing refinement will
ensure that the educational framework for ABK remains dynamic and
responsive to advancements in pedagogical practices.

Exploring PAI Learning Strategies for ABK

Developing effective PAI (Pendidikan Agama Islam) learning strategies
for students with special needs (ABK) requires a nuanced approach
involving individualisation, interactive media, and collaborative
efforts. Hasanah’s study (2020) emphasises the importance of parentteacher collaboration in boosting learning effectiveness, highlighting
how a synchronised support system can optimise educational
outcomes. Interactive media, such as Islamic apps, play a crucial role
in this strategy, allowing ABK to engage with Islamic concepts in a
more accessible and engaging manner (Rohmah et al., 2021). This
reflects a broader trend in educational technology, where the
integration of digital tools is seen as vital in enriching learning

Figure 4: Effectiveness of Various PAI Learning Strategies for ABK

4.3

Impact of PAI Learning in Inclusive Schools

inclusive settings makes students more confident and adept at navigating
social interactions. PAI curriculum instils religious values and encourages the
development of character traits that prioritise moral and ethical
considerations, as explored by Wahyuni (2023). For example, through group
activities in PAI classes, ABK learn empathy and teamwork, which are crucial
in building harmonious relationships.

The impact of PAI (Pendidikan Agama Islam) learning in inclusive
schools is profound, offering numerous benefits for the development
of students with special needs (ABK). This educational model fosters
an environment where ABK can enhance their self-esteem and social
abilities, as corroborated by Siregar (2022). Integrating ABK into
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4.4 Implications and Reflection

Exploring the broader implications, integrating PAI in inclusive
settings can lead to substantial reflections on educational practices.
This is supported by empirical studies such as that by Rahman (2021),
who found that ABK students in inclusive environments demonstrated
noticeable improvements in ethical reasoning. Critically analysing
these findings suggests that PAI learning acts as a catalyst for ABK to
engage with diverse perspectives, fostering a more inclusive
society(Hadad et al., 2024; Rajender, 2020). The positive impact
extends beyond the classroom(Symitsi et al., 2022; Yeldan & Saykan,
2024), influencing societal attitudes towards inclusivity and
acceptance. Consequently, the reflections on PAI learning highlight its
potential to transform educational landscapes and societal
norms(Groenewald et al., 2020; Tascón et al., 2023), aligning with
contemporary educational goals to promote equality and
understanding(Arifin et al., 2023; Astuti et al., 2023; Utami et al.,
2024b).

The implications of this research for the inclusive education system in
Indonesia are profound, highlighting the necessity for equitable access to
education for all Anak Berkebutuhan Khusus (ABK), especially in the context
of Pendidikan Agama Islam (PAI) learning. This study explores how inclusive
schools must ensure that ABK receive equal educational rights, which is
critical for their holistic development. An example of successful
implementation is demonstrated by a school in Jakarta, where teachers
adapt lesson plans to accommodate ABK, fostering an inclusive learning
atmosphere. As depicted in Figure 1, this approach requires curriculum
adjustments and teacher training to address diverse needs effectively.
Studies by Prasetyo et al. (2022) and Widodo (2023) reinforce these findings,
emphasising the importance of tailored educational strategies.

Figure 5: Script of Inclusive PAI Lesson Plan

The reflection drawn from this research emphasises the pivotal role
of collaboration among various stakeholders, including the
government, educational institutions, teachers, and parents. Such
collaboration is essential in creating an inclusive environment that
nurtures ABK's spiritual growth. The analysis suggests that while
policies may be in place, their implementation often lacks coherence,
necessitating critical examination and ongoing adjustments. The
exploration of these dynamics reveals that inclusive education
benefits ABK and enriches the educational experience for all students.
This research encourages a reflective approach, prompting
stakeholders to continually critique and refine their strategies. The
potential impact of these findings on policy-making and educational
practices is substantial, indicating a shift towards more supportive and
adaptive learning environments. This aligns with recent empirical
studies, such as those by Rahayu (2021) and Santoso (2024), which
advocate for systemic changes to support inclusive education.

Furthermore, the implications of this research extend beyond policy
development to practical applications within the classroom. Educators
are encouraged to adopt strategies that foster an inclusive learning
environment. This includes the use of differentiated instruction and
assistive technologies that cater to diverse learning needs. By analysing
recent empirical studies (e.g., Rahman, 2022), it becomes evident that
such strategies not only enhance learning outcomes for ABK but also
promote a culture of inclusivity and acceptance among all students.
Reflecting on these findings, stakeholders can assess the broader
impact on educational practices, ultimately improving the overall
quality of education. The image below illustrates an example script on
adaptive curriculum development, further elucidating these concepts.

5. CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
Islamic Religious Education (PAI) in inclusive schools provides equal
opportunities for children with special needs (ABK) to receive
education comparable to that of their peers. This study found that
while the material taught in inclusive schools is not significantly
different from that in regular schools, there is a notable difference in
teaching methods and approaches. Teachers in inclusive schools must
employ creative and adaptive strategies to ensure learning is accessible
and enjoyable for ABK. An individualised approach, the use of
interactive media, and collaboration among teachers, parents, and the
community are key to the successful implementation of PAI in inclusive
schools.

4.5 Impact on Educational Policy
This research significantly contributes to educational policy by
highlighting the need for an inclusive curriculum for children with
special needs (ABK) in Islamic Education (PAI) learning. It prompts
policymakers to reevaluate and enhance their support mechanisms,
such as providing adequate facilities, conducting comprehensive
teacher training, and developing an adaptive curriculum tailored to
ABK needs. For instance, a Hasanah (2020) study emphasises that
inclusive education policies should specifically address the barriers
ABK face in accessing education. This approach ensures that every
child receives equitable educational opportunities regardless of their
abilities.

Moreover, effective inclusive education can enhance ABK's selfconfidence, develop Islamic character, and provide equal social
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experiences with other children. However, the implementation of
inclusive education still faces several challenges, such as limited
facilities, insufficient teacher training, social stigma, and inadequate
government policy support. A collaborative approach among
government, schools, parents, and the community is required to
address these issues.

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5.2 Recommendations
Based on the findings of this study, several recommendations can be
made:
1.

2.

3.

4.

For the Government:
a. Expand the network of inclusive schools with adequate
facilities, especially in areas lacking access to inclusive
education.
b. Provide specialised training for PAI teachers to handle ABK
in inclusive schools, enabling teaching methods to be
tailored to students’ needs.
c. Develop policies supporting inclusive education, including
adaptive curricula relevant to ABK needs.
For Schools and Teachers:
a. Teachers in inclusive schools should employ innovative
teaching methods, such as individualized approaches,
project-based learning, and interactive technology.
b. Schools should provide special spaces or learning aids to
support the development of ABK.
c. Teachers should foster an inclusive classroom environment
where regular students and ABK can support and
collaborate.
For Parents:
a. Parents of ABK should actively support their children’s
learning at home and collaborate with teachers to
understand their children’s needs and potential.
b. Parents should provide moral encouragement to their
children to make them feel accepted and valued in both
school and community settings.
For Future Researchers:
a. Further research is needed to explore the implementation
of inclusive education policies in various regions,
particularly in underserved areas.
b. In-depth studies on the impact of technology-based
learning methods on ABK’s understanding of PAI should
also be conducted.
c. Qualitative research using interviews and direct
observations with teachers, ABK students, and parents can
provide deeper insights into the dynamics of inclusive
education.

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