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Inclusive education in the context of Islamic religious education reflects the implementation of Islamic values that promote respect for diversity and the protection of individual rights. Islamic Religious Education teachers play a crucial role in ensuring that all students, including those with special needs in inclusive schools, can access and understand Islamic teachings at the Madrasah Tsanawiyah level. Inclusive education also functions as a catalyst for educational transformation by promoting equality and fairness in the learning process without discrimination among students. In this context, teachers are required to adapt teaching strategies, learning materials, and classroom interactions according to the diverse needs and abilities of each learner. Their role is not only to deliver religious knowledge but also to foster an inclusive learning environment that supports participation and understanding for all students. This study contributes to a deeper understanding of the role of Islamic Religious Education teachers within inclusive education settings and provides insights that may support future research and development of inclusive education practices in Indonesia.

This study examines inclusive education for children with emotional and behavioral disorders (EBD), who often experience significant challenges in social interaction and academic adaptation. The primary objective is to evaluate existing educational approaches and strategies implemented in Indonesia, while also identifying gaps in current research and practice. This study employs a literature review method, analyzing 20 relevant scientific articles to synthesize key findings and trends. The results indicate that structured approaches such as Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) have proven effective in improving students’ behavioral outcomes, emotional regulation, and academic performance. These approaches emphasize proactive strategies, skill development, and supportive learning environments. However, several persistent challenges hinder optimal implementation, including limited teacher knowledge and training in inclusive practices, insufficient institutional support, and a lack of access to professional psychological services. Additionally, inconsistencies in policy implementation across regions contribute to unequal educational experiences for children with EBD. Based on these findings, the study highlights the importance of strengthening teacher capacity through continuous professional development and increasing access to multidisciplinary support systems. Furthermore, effective collaboration among teachers, parents, schools, and the wider community is essential to foster inclusive, adaptive, and responsive educational environments that can meet the diverse needs of all learners.

This study aims to examine the perspectives of students in the Primary School Teacher Education Program (PGSD) who are about to begin the Learning Strategies course. The main focus of this research is to investigate how students view the concept of learning strategies, their experiences with various teaching methods, and their expectations regarding the Learning Strategies course. Information was obtained through questionnaires completed by 84 students during the first session of the course. The results of the analysis show that the majority of students have a fairly good basic understanding of learning strategies, although there are some variations in their preferences regarding the use of technology and certain teaching methods. Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are considered effective by the students, although they still face challenges such as time management and differences in learning styles that pose obstacles. This study recommends that teaching in the Learning Strategies course better integrates technology and takes into account the variety of student learning styles to create a more inclusive learning environment.

English is an international language that plays an important role for students in the era of globalization; however, speaking anxiety or fear of speaking remains a major obstacle in academic practice within higher education institutions. This anxiety emerges as a complex psychological phenomenon involving cognitive, affective, and social aspects, rather than merely an issue of language proficiency. This study examines the problems faced by students, particularly those majoring in non English disciplines, in overcoming speaking anxiety in English academic settings. A descriptive qualitative approach was employed, with data collected through semi-structured interviews involving students of PASIM National University who exhibited varying levels of speaking anxiety. The data were analyzed using qualitative analysis techniques to identify emerging patterns and themes.The findings indicate that speaking anxiety is caused by fear of making pronunciation and grammatical errors, concern about receiving negative evaluations, limited vocabulary, and a lack of experience in communicating in English. These conditions are further exacerbated by limited opportunities for speaking practice, non-interactive learning methods, and insufficient support from teachers and peers. Students developed adaptive strategies such as relaxation techniques, thorough preparation, positive self-talk, and consistent language practice. To create a safe learning environment in which students can speak English effectively, this study proposes learning strategies that are more inclusive, supportive, and grounded in psychological principles.  

Inclusive education and gender equality are two essential components in creating a learning environment that is fair, equitable, and responsive to student diversity. This article presents a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach on 28 scientific articles published between 2019 and 2025. The research objective is to map the trends, implementation strategies, barriers, and opportunities for strengthening inclusive education with a gender perspective at the primary and secondary education levels. The results of the analysis indicate that the successful implementation of inclusive-gender education is closely related to gender-responsive teacher competence, family–community support, equitable school policies, and differentiated learning designs. The study also reveals that gender bias and stereotypes remain significant obstacles, while GESI/GEDSI training and pedagogical innovations have proven effective in improving the quality of inclusive education services. This review recommends strengthening the capacity of educators, reformulating school policies, and developing a gender-responsive curriculum as central strategies for achieving sustainable inclusive education.  

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

This article discusses the role of Special Assistant Teachers (GPK) in creating an effective inclusive classroom, where all students, including children with special needs, can participate optimally in the learning process. GPK plays the role of facilitators, mediators, and regular teacher partners in accommodating diverse learning needs. This role is realized through individual needs assessments, adjustment of learning strategies, modification of teaching materials, and provision of academic and social-emotional support to students. The results of the study show that the success of inclusive education is greatly influenced by GPK's professional competence, especially in understanding the characteristics of children with special needs and implementing differentiatory learning. In addition, effective collaboration between GPK and regular teachers is a key factor in creating an inclusive and non-discriminatory learning environment. Institutional support, such as inclusive school policies, the availability of infrastructure, and the support of school leaders, also play an important role. This article emphasizes the need for sustainable professional development, clear division of duties, and supportive education policies to strengthen GPK's role in promoting inclusive education equity in Indonesia.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

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.

This study analyzes the inclusive education policy in Surabaya and its impact on the performance of elementary school educators. Using a descriptive qualitative approach, data were collected through observation, interviews, and questionnaires, then analyzed using source triangulation. The findings reveal that educators show strong commitment and apply various learning strategies to accommodate students with special needs. However, significant challenges persist, including limited facilities, a shortage of qualified personnel, and insufficient specialized training. In addition, factors such as high workload and social stigma hinder the effective implementation of inclusive education. Despite these obstacles, the policy demonstrates promising potential through systemic support, collaboration with parents, and the contribution of special assistant teachers. To achieve greater effectiveness, improvements in school infrastructure, continuous professional development, and more inclusive educational environments are essential. Strengthening stakeholder cooperation between schools, local governments, and communities will further enhance the sustainability and success of inclusive education in Surabaya.

This research aims to describe the collaboration between teachers and parents in meeting the learning needs of students with speech delays at Karangan 1 State Kindergarten. It focuses on examining strategies applied to overcome learning barriers while identifying both supporting and inhibiting factors in the practice of inclusive education. The central concern is how interaction and cooperation between home and school create a consistent, responsive learning environment for children with special needs. Employing a qualitative descriptive approach with a case study design, the study was conducted for one trimester of the 2024/2025 academic year. Research participants included classroom teachers, parents of children with speech delays, and relevant documentation related to inclusive education policies. Data were collected through in-depth interviews, observations, and document studies, with interview guides and observation sheets as instruments. Validity was ensured through triangulation and member checking, while data analysis followed the Miles and Huberman model: reduction, display, and conclusion drawing. Findings reveal active teacher-parent collaboration characterized by regular communication, joint discussion of learning strategies, and parental involvement in school programs. Supporting factors include open communication, shared commitment, and policy support, while obstacles involve limited teacher training, insufficient learning media, and lack of access to speech therapy specialists. The study highlights the need for continuous inclusive training, adequate learning resources, and regular communication forums to optimize education for children with speech delays.

Bullying remains a serious problem in primary education because it affects children’s psychosocial development, academic performance, and mental health. This community service program focused on educational efforts to prevent bullying at SDN Pamoyanan, Padamaju Village, Pagelaran Sub-district, Cianjur Regency. The aim of this activity was to increase students’ understanding of the definition, forms, impacts, and prevention strategies of bullying, as well as to foster collective awareness in creating a safe and inclusive learning environment. The method applied was a participatory research approach that involved teachers and students in every stage, from planning, implementation, to evaluation. Activities were carried out through observation, discussion, material presentation, simulation, and reflection. The results showed a significant increase in students’ knowledge, where before the intervention most of them did not understand the concept of bullying, but after the program, the majority were able to identify its forms and prevention steps. In addition, the program successfully built positive interactions and encouraged students to be more courageous in sharing their experiences and perspectives regarding bullying. Overall, the findings indicate that participatory-based education is effective in strengthening students’ understanding while fostering more empathetic and collaborative social attitudes. This activity is expected to continue sustainably by involving teachers, parents, and the wider community to strengthen bullying prevention efforts in primary schools.

This qualitative study investigates the relational tools used by Vietnamese EFL teachers in higher education, a critical yet underexplored aspect in the field of language education. Focusing on the perspectives of nine Vietnamese EFL teachers from two institutions, representing various career stages (novice, mid-career, and near-end), this research provides in-depth insights into the strategies employed to build and maintain effective teacher-student relationships. Employing semi-structured interviews, the study revealed three key themes: building rapport through personalized learning, nurturing a supportive classroom environment, and emphasis on empathy and understanding. These themes highlight the importance of tailoring teaching to individual student needs, creating inclusive and supportive classroom atmospheres, and employing empathy in understanding student challenges. The findings underscore the role of relational pedagogy and sociocultural theory in enhancing the effectiveness of EFL teaching and learning. The study also sheds light on the unique context of Vietnamese higher education, where cultural nuances play a significant role in the dynamics of language education. This study contributes to the broader discourse on EFL teaching methodologies, emphasizing the critical role of teacher-student relationships in successful language acquisition.

The growing environmental crisis underscores the need for education systems to foster ecological responsibility among students. This study explores the potential for multifaith schools to cultivate environmental moral education through an interreligious pedagogical model. By integrating diverse religious teachings on ecology, the proposed model aims to promote shared moral values for environmental protection and sustainability. The research addresses the gap in existing environmental education, which often lacks an integrated approach that incorporates various religious perspectives. Through a qualitative research design, the study analyzes curricula, observes classroom practices, conducts interviews with educators, and evaluates existing environmental education frameworks in multifaith schools. The study identifies key strategies, including the incorporation of eco-ethics from different religious traditions, project-based learning, and interfaith dialogues, as effective means of fostering ecological responsibility. However, challenges such as balancing doctrinal differences, overcoming biases, and developing inclusive pedagogy remain. The study emphasizes the importance of designing educational content that respects all faiths and promotes intercultural dialogue, thereby encouraging a collective commitment to sustainability. The findings suggest that multifaith schools can serve as powerful platforms for environmental moral education, highlighting the value of integrating religious perspectives into sustainability education. The study concludes with recommendations for incorporating interreligious eco-ethics into curricula and teacher training programs and suggests future research on the long-term impact of interreligious environmental education and its applicability in diverse cultural contexts.

Inclusive education plays a crucial role in achieving equal access and improving the quality of education for all students, including students with special needs. In the context of Physical Education, Sports, and Health (PJOK) learning, the implementation of inclusive education still faces significant challenges, both in terms of teaching strategies, teacher skills, and available supporting facilities and infrastructure. This study aims to describe the perceptions of PJOK teachers and classroom teachers regarding the implementation of inclusive learning for students with special needs in PJOK activities at the elementary school level. The method used in this study is a descriptive qualitative approach, with data collection techniques including semi-structured interviews and documentation. The research subjects consisted of PJOK teachers and classroom teachers who teach at SDN 2 Gobras. The results show that the teachers have a good understanding of the importance of creating a friendly, adaptive, and enjoyable learning environment for students with special needs. The teachers make adjustments in learning activities through modifying tools, implementing small group strategies, providing appropriate motivation, and close collaboration with homeroom teachers and parents. However, limitations in the training received and the support of existing facilities remain significant obstacles. The findings of this study provide important implications regarding the need for ongoing training and strengthened collaboration between teachers to support the creation of more effective and sustainable inclusive education. Therefore, this research is expected to make a positive contribution to the development of inclusive education in elementary schools and raise awareness of the importance of supporting students with special needs in the learning process.

This study aims to describe the child-friendly classroom strategies implemented at SD Negeri 5 Bringin and their impact on student well-being. A child-friendly classroom is an educational approach that emphasizes the creation of a safe, comfortable, inclusive, and participatory learning environment, supporting students' emotional and social development optimally. This research employed a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The research subjects were students directly involved in the implementation of the child-friendly classroom, selected through purposive sampling. The results showed that child-friendly classroom strategies were actively implemented by teachers, involving students in planning and learning activities, and fostering good communication with parents. These strategies positively impacted student well-being, as reflected in increased feelings of safety, self-confidence, emotional regulation, and the quality of social interactions among students in the school environment. This study is expected to serve as a reference for teachers and schools in developing child-friendly learning environments to support students' holistic well-being.

This study investigates the role of transformational leadership of school principals in enhancing the instructional quality of teachers at SMP Negeri 5 Satap Bungoro, Pangkep Regency, Indonesia. The research addresses three main problems: (1) how the principal's transformational leadership contributes to improving teacher performance in the classroom, (2) what strategies or actions the principal undertakes to elevate instructional practices, and (3) what supporting and inhibiting factors influence the process. Using a qualitative approach, data were collected through interviews, observation, and documentation involving the school principal and five teachers. The data were analyzed through data reduction, data display, conclusion drawing, and triangulation techniques. The findings reveal that the principal's transformational leadership plays a critical role in instructional improvement, marked by five key practices: presenting an inspiring leadership vision, encouraging professional growth, providing support and empowerment to teachers, fostering a collaborative and inclusive school culture, and delivering constructive feedback and evaluation. The strategies employed include the integration of the Merdeka Curriculum, mentoring and coaching of teachers, and fostering pedagogical understanding. Supporting factors include well-organized school and classroom environments and cleanliness, while the primary obstacles consist of limited funding, inadequate facilities and infrastructure, and a lack of strong teacher collaboration. In conclusion, transformational leadership contributes significantly to teacher development and improved instructional quality, especially in schools facing resource limitations. The study emphasizes the need for proactive leadership to overcome structural barriers and support effective teaching and learning.

Inclusive education at the elementary school level requires an appropriate approach to support the learning success of students with special needs, including children with Attention Deficit Hyperactivity Disorder (ADHD). This study aims to analyze the effectiveness of the individual guidance approach in helping children with ADHD overcome learning challenges, as well as identifying obstacles and supporting factors in its implementation in elementary school environments. This study uses a qualitative descriptive approach with a case study method at SDIT Al-Ghazali Pamekasan, through data collection techniques in the form of observation, in-depth interviews, and documentation. The subjects of the study were grade 4 teachers and one of the students with ADHD as the main subject. Data were analyzed using data reduction, data presentation, and conclusion drawing methods. The results of the study showed that individual guidance was significantly able to improve learning focus, as well as the social and emotional skills of students with ADHD. This success was greatly influenced by teacher involvement, parental support, and adaptive learning strategies. However, challenges such as limited teacher time, lack of varied learning media, and lack of special training are still obstacles that need to be addressed systematically. These findings contribute to the development of more effective inclusive education strategies, especially in supporting students with attention and behavioral disorders in elementary school environments.

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.