The Mainstreaming of Pakerti Adiluhung for Islamic Education Providers: Lessons Learned from Madrasah Ibtidaiyah Terpadu Arroihan Malang

Lithuania, like other European countries, has committed to develop and implement inclusive education systems. The ideology of inclusive education must be closely linked with proper and appropriately agreed terminology and concepts. Based on the paradigm of social constructivism, discussions and debates among representatives of various related structures, systems and areas both in the international and national context enable to construct social constructs with reconciled and comparable content. Otherwise, new concepts simply replace the old ones but do not change either policy or practice. In various social cultural contexts, such concepts as integration, integrated education, inclusion, inclusive education, school for all, quality education for all can be interpreted differently. This article aims to reveal the concept of inclusive education and how the content of this concept is reflected in the latest national legal documents. The article is based on the study of theoretical sources, the review of international documents related to entrenchment of human rights and inclusive education approaches, and the analysis of national education and training documents. Six documents – The National School. The Concept of Secondary General Education School of Lithuania (1989); Law on Education of the Republic of Lithuania (1991; 2011); Law on Special Education of the Republic of Lithuania (1998); The National Strategy on Education for the years 2013- 2022; The Concept of the Good School (2015) – were analysed in the following aspects: essential approaches of the education system, aims of education and regulation of educational assistance. Analysing the above-mentioned aspects, their coherence with inclusive education approaches was sought. Besides, analysing selected documents, the concepts “integrated education/integration”, “inclusive education/inclusion”, “engaging (absorbing) education” and their explanations were sought.
 Educational change towards inclusive education highlighted the need to change established traditions, values and concepts of education and training. Change in education and training traditions began with the approach of implementation of integrated education, emphasizing regulation of integration (engagement, absorbing) of children with special needs in mainstream schools and of concepts “partial integration”, “full integration” cohering with this approach. International systemic change in the education policy, culture and practice towards inclusive education, emphasizing quality education for all, acknowledging and appreciating the diversity of (self-)educational process participants and their needs, highlighted the importance of not only engaging (absorbing) learners in the mainstream education system but also of ensuring their participation and recognition of their achievements.
 The document analysis has demonstrated that the essential approaches of inclusive education are directly or latently emphasized in the strategic documents of education of Lithuania. However, in the most recent documents on education, the concept of inclusive education is not mentioned; its content is not defined. In recent years, it is attempted to find a Lithuanian equivalent for the complex social construct “inclusive education” and to replace it with the concept “engaging education”, the content of which is also not revealed. Undefined content of complex concepts-constructs promotes various interpretations, leads to confusion of concepts (such as “integrated”/“engaged”, “inclusive” education), and impedes communication. The analysis of the most important documents regulating the country’s education has shown that most of them emphasize such educational principles as fostering of humanistic national and world cultural values, development of democratic relations, fostering of the country’s cultural traditions, preservation of national identity, etc. However, the mentioned above principlesarelargelydeclarativethoughinclusiveeducationideascanbemoreor less recognized in them. In this context, the systemic approach, methodological consistency of approaches, their clear links to the paradigm, concepts of education and training and their content are also important. Thus, “engaging” or “inclusive” education? To answer this question, to decide and agree what is what, we should rethink the content of concepts and links with the model of education and training, which we intend to implement – of integrated (engaging / absorbing) or inclusive education, clearly define them in national education documents, not confusing between the two of them.

Purpose − This paper seeks to articulate the foundations and strategies for gender mainstreaming within Islamic education. This topic is urgent, as gender inequality in education continues to be a significant issue today. Furthermore, Islam is frequently viewed as contradictory to the principle of gender equality due to its textual interpretations of the Quran and hadith, which serve as primary sources for Muslims. Method − The researchers conducted a qualitative literature review of various texts related to Islamic education, aiming to gather insights from Muslim philosophers regarding the foundations of gender mainstreaming in education. Data collection involved techniques such as active listening and note-taking. The analysis of the data was carried out in three phases: reduction, presentation, and inductive conclusion Findings − Based on the analysis conducted, it is clear that Islam actively supports gender mainstreaming efforts in education to foster social justice and equality. Islam does not differentiate between men and women in terms of their opportunities to acquire knowledge and become exemplary individuals, or khalifatullah fi al-ardh (stewards of the earth). Muslim philosophers endorse gender equality in education both implicitly and explicitly, with no philosophers advocating for discrimination against either gender in the pursuit of quality education. To effectively implement gender mainstreaming in Islamic education, the following strategies should be adopted: (1) Emphasize the importance of allowing students the freedom to choose their fields of study. (2) Foster collaboration between the state and society—through influential organizations or figures—to advance gender mainstreaming in education. (3) Establish a school environment that is rooted in principles of gender equality. (4) Develop educational practices and school management that are sensitive and responsive to gender considerations. (5) Encourage the government, particularly the Ministry of Religious Affairs, to create model or pilot schools that exemplify gender equality and can serve as examples for replication. (6) Provide intensive training and seminars focused on gender issues for educators within both the Ministry of Education and the Ministry of Religious Affairs.

Purpose – This study aims to analyze the differences in the self-efficacy of Raudhatul Athfal (RA) teachers in implementing inclusive Early Childhood Education (ECE) in Semarang Regency, considering their educational background and teaching experience. The focus of this research is to understand the extent to which these two variables influence teachers' confidence in delivering inclusive education, which is a crucial element for the success of education for children with special needs (CSN). Design/methods/approach – This study employs a quantitative approach with a causal-comparative design, where data were collected through questionnaires distributed to 115 RA teachers across 16 institutions in Semarang Regency. The instrument used was the Teacher Efficacy for Inclusive Practices (TEIP), which has been tested for validity and reliability. The data were analyzed using two-way analysis of variance (ANOVA) to evaluate the impact of educational background and teaching experience on teachers' self-efficacy. Findings – The findings indicate significant differences in teachers' self-efficacy based on educational background and teaching experience (P < 0.05). Teachers with an S1 (Bachelor's Degree) in Early Childhood Education (PAUD) have higher self-efficacy levels compared to those with a high school/vocational school (SMA/SMK) background and a general S1 (Bachelor's Degree). Moreover, more than five years of teaching experience correlates with an increase in teachers' self-efficacy in managing inclusive education. Research implications – This research contributes to the limited literature on teacher self-efficacy in the context of inclusive ECE within RA institutions under the Ministry of Religious Affairs. The study provides new insights into the factors that influence teachers' confidence in managing inclusive education, particularly in early childhood education.

Inclusive education is based on the belief of having an educational philosophy in which all individuals will acquire the knowledge and skills necessary for their effective inclusion in society. This study aims to examine preschool teachers' views on inclusive mathematics education activities in Turkey. Case study design, one of the qualitative research designs, was used in the study. The study group consisted of 15 preschool teachers. All of the teachers participating in the study were female. The study group was formed by convenient sampling method based on volunteerism. The data were collected through a personal information form and a semi-structured form. Content analysis technique was used to analyse the data. During the analysis of the data, codes and themes were created and visualised using MAXQDA 2024 qualitative data analysis software. According to the results obtained, preschool teachers have deficiencies in preparing differentiated lesson plans and content for inclusive mathematics education. In this context, it is recommended to overcome this deficiency by organising in-service training activities for preschool teachers. Additionally, it is recommended to create guidebooks to assist teachers in implementing inclusive mathematics education activities in preschool.

Education is an indispensable tool that drives development and transforms societies for sustainable development. Policy frameworks at global and national levels dispense legal and uniform discourses on strategies to enable equity in the provision of education. Despite the frameworks, children and youths are still out of school, which indicates that the sustainable development agenda could be unattainable within the anticipated timeframe. This study was designed to critically examine and evaluate the practicability of intervention strategies for inclusive education and suggest ways of improving intervention measures for up-scaling the strategies for sustainable learning among Pastoralists. The key questions include; what are the practicability of the intervention strategies for inclusive education within the pastoralist communities? How can the intervention measures be improved for the effectiveness and success of inclusive education? The focus on inclusive education is dwindling, mainly managing those already enrolled in schools, with lags to tap those not in school. The study utilized a multi-method approach of descriptive and correlational designs through a quantitative and qualitative approach, addressing macro and micro-level issues in inclusive education. Findings show that about 50% of the schools had between 1 to 3 teachers thus majority of the classes were unattended during every given lesson. Also, distance to school had some influence on learner enrolment where the findings show an R square of .067. and a standard error of .51. Strategies applied such as mobile schools to tap learners and enable learning among the pastoralist communities, worked but collapsed due to lack of funds for the needed resources. Beneficiaries from mobile schools are for its reintroduction and up-scaling to enable equitable access to education and sustainable inclusion. This research details effective strategies for enabling inclusive education and widens our understanding of how inclusive education would be implemented, blending with local sociocultural praxis.

Character education is the main domain in balancing the cognitive abilities of learners. As the process of internalizing the values ​​of Islamic education can be adopted through the example of the heroes. This is due to the lack of critical studies related to the development of exemplary-based Islamic educational values ​​from heroes, especially for the millennial generation. On that basis, this study aims to investigate the internalization of Islamic education values ​​based on the example of national heroes in the millennial generation. This study adopted a qualitative approach with a phenomenological study method in the millennial generation in the Minangkabau tribe. The sample used was 33 students from various universities with Minangkabau ethnic backgrounds. Analysis of the data used based on triangulation techniques with three ways of collecting data including limited interviews, observation and documentation. The results show that the values ​​of Islamic education in the millennial generation can be internalized through the adoption of exemplary figures, the distribution of the roles of heroes and the internalization of exemplary to oneself and the environment. The research findings identify the examples of the heroes can encourage the internalization of the values ​​of Islamic education in the millennial generation in Minangkabau tribe.

This study aims to provide an overview of training programs for visually impaired teachers within the Ministry of Religious Affairs' office in West Java Province. The researchers employ a descriptive analysis method. Data collection is conducted through a regulatory study by reviewing official government websites related to the subject matter. Additionally, the researchers carry out a document analysis of training facilities and infrastructure and conducts field observations.The findings indicate that 1) there are no specific regulations that provide guidelines, instructions, or directives regarding the implementation of training programs for civil servants with visual impairments; 2) The inclusive education training curriculum can be utilized to accommodate visually impaired teacher; 3) The existing training facilities at the religious training center are not yet accessible for individuals with disabilities. Based on these findings, it can be concluded that visually impaired teachers have the same opportunities as their sighted counterparts to enhance their competencies in fulfilling their professional duties. Stakeholders should ensure that training facilities and infrastructure are accessible to visually impaired teachers.

Education is one of the most topical issues in South Africa. In recent years, particularly in the period after the adoption of the UN Convention on the Rights of Persons with Disabilities (2006) (hereinafter CRPD), the discourse on the education of children with disabilities has mainly focused on the potential of White Paper 6 on Special Needs Education (2001) (hereinafter WP 6) and its implementing programmes to facilitate the realisation of the right to education for children with disabilities. The CRPD proposes inclusive education as the appropriate way of ensuring the right to education for children with disabilities, and sets out a framework for the implementation thereof. In addition, the CRPD sets out other principles which essentially redefine the approach to the interpretation and implementation of the rights of persons with disabilities. One such principle is the principle of non-discrimination, which demands that all rights be implemented on a basis of equality between all people, disability notwithstanding. Arguably, the legal and policy frameworks on education in South Africa reflect the standards proposed under the CRPD to some extent, and other instruments on the right to education. However, there are still considerable challenges in the conceptualisation and implementation of inclusive education, especially at the basic education level. These challenges are not unique to South Africa, and are mainly attributable to the evolutionary background of the concept of inclusive education at the international level. Hence for instance, the understanding of inclusive education often tends to focus exclusively on the education of persons with disabilities as opposed to the inclusion of all marginalised and excluded groups. This narrow understanding is replicated in South African law, policy, and practice of education. Challenges to the realisation of inclusive basic education in South Africa are compounded further by the pertinent issues underlying the implementation of basic education in South Africa such as the question of equality in education, the financing of basic education, the nature of the states duties pertaining to the provision of basic education, and the interpretation of the notion of basic education. The understanding of inclusive education in South Africa has also been impacted by historical factors, such as the apartheid exclusion of the masses from mainstream basic education, and the subsequent need to "include" everyone in post-apartheid education. All of these factors point to the need to interrogate the current approaches to inclusive basic education in South Africa as against the Constitution of the Republic of South Africa, 1996 (hereafter the Constitution), and international standards that South Africa has committed to through the ratification of the CRPD and the UN Convention on the Rights of the Child (1989) (hereafter the CRC). For instance, there is a need to establish the extent to which the differentiated obligations with respect to basic education as distinct from other levels of education apply to inclusive education. Hence, is there a difference between the nature of the states obligations in respect of "basic education" and those relative to "inclusive basic education"? Further, it is imperative to establish the convergence or divergence between inclusive education as set out in the CRPD and as implemented through WP 6.

This study aims to determine what Islamic educational values are contained in the Upin and Ipin cartoons during the Ramadan episode. This research is a library research (library research). The method used to collect data is the documentation method. Analysis of the data that researchers use is content analysis, namely research conducted on information, which is documented in recordings, both in pictures, sounds and writings. Then a descriptive interpretation is carried out by providing an overview and interpretation as well as a description of the data that has been collected . The results of this study indicate that Upin and Ipin cartoons on the episode of the Ramadan theme have educational values contained therein. The educational values contained in the Upin and Ipin cartoon episodes of the theme of Ramadan include: First, the values of religious education which include, mahdhah worship and the value of social worship education kemasarakatan. Second, universal education values include, peace, respect, love, tolerance, responsibility, happiness, cooperation, honesty, humility, freedom, simplicity, unity

Education is the right of every individual, regardless of race, creed, gender, abilities, or skills, and children with and without special needs as well. As a long time has passed, those who are concerned and working in the field of education still face serious questions like what kind of strategies or methodologies should be adopted or adapted to provide education to differently abled children and ordinary children in the same context. It is necessary to find out the teachers' practices towards the implementation of inclusive education in Sindh. The key purpose of this study was to identify the practical challenges faced by teachers towards the successful implementation of inclusive education in public primary-level schools in Sindh. The population of the current study was the public primary-level schools of the city of Nawabshah, Sindh. A self-designed questionnaire was developed and distributed among the 16 public primary-level schools (8 boys and 8 girls), and one senior teacher and two students from each school were selected as a sample for the study. The questionnaire consisted of 15 items related to teachers' practices for implementing inclusive education in their respective schools, and five items pertain to concerned students. The SPSS software was utilized for data analysis. The findings of the study reveal that the teachers of public primary schools were unaware of the teaching practices of differently abled children. Moreover, they never attended seminars or conferences and did not undergo any training regarding the implementation of inclusive education. The study recommended that a chapter regarding the concept of inclusive education, including teaching practices, be included in teachers' training manuals so that teachers are aware of the concept of inclusion or inclusive education and teaching practices regarding an inclusive classroom. Moreover, there were some hindrances in policy, school leadership, adequate teaching and learning material, and curriculum.

The objectives of this research were to find the influence of murabahah, rahn financing product superiority and the application of Islamic values ​​with quality of service to customer satisfaction in Islamic banks (PT BPR Syariah Lantabur Tebuireng Cabang Gresik). The approach of this research was quantitative using primary data. The sample in this research were customers of PT BPR Syariah Lantabur Tebuireng Cabang Gresik. With the sampling technique using non-probability sampling, so the authors get a total sample of 75 respondents. Analysis of the data in this research using Smart PLS 2.0 analysis tools. The results showed that Murabahah Financing a significant positive effect on Service Quality. Rahn had a significant positive effect on service quality. Islamic values ​​had a positive and not significant effect on service quality. Service Quality had a significant positive effect on Customer Satisfaction. Murabahah Financing had no significant negative effect on Customer Satisfaction. Rahn had a significant positive significant effect on Customer Satisfaction. Islamic values ​​had an insignificant negative effect on customer satisfaction. From the results of the path test, intervening variables it was service quality proven to be able to mediate the relationship between, Murabahah Financing, Rahn and Islamic Values ​​on customer satisfaction of PT BPR Syariah Lantabur Tebuireng Cabang Gresik. Keywords: Murabahah, Rahn, Islamic Values, Service Quality, Customer Satisfaction.

This study examines the role of Islamic educational values in the prevention and mitigation of stunting in Subulussalam City, Aceh. The urgency of this study is driven by the high stunting prevalence of 47%, which prompted the local government to conduct integrated interventions through various institutions such as the Health Office, Education Office, and the Ministry of Religious Affairs. Considering that Aceh is an Islamic region with a Muslim majority, a religious-based approach is seen as highly relevant in influencing community behavior. The objective of this study is to describe how Islamic educational values—worship (ibadah), faith (iman), and morals (akhlaq)—are integrated into stunting prevention programs. This research employs a qualitative case-study design using observation, interviews, and documentation as data collection techniques. Data were analyzed using descriptive qualitative analysis involving data reduction, data display, and conclusion drawing. The findings indicate that Islamic educational values are implemented by Islamic religious teachers, religious counselors, and health workers through education, counseling, premarital guidance, and community socialization activities. These values are integrated with Qur’anic verses and hadith related to family responsibility, breastfeeding, and nutritional fulfillment. This approach enhances community knowledge, encourages behavioral change toward a healthy lifestyle, and reinforces the belief that maintaining children’s health is a religious duty. The study concludes that integrating Islamic educational values into public health programs can serve as an effective strategy for stunting prevention, especially in religious-based communities. The implication of this research suggests that policy synergy between religious institutions and health agencies can strengthen the sustainability of stunting reduction programs.

Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries.

This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey), having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools’ physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.

In Islam, the concept of inclusive education is an important and timely topic that addresses the need for equitable and inclusive education for all individuals, regardless of ability, gender, social status, or background. This study aims to explore the research landscape on Inclusive Education in Islamic Educational Contexts with bibliometric methods. Data was collected with the Publish or Perish (PoP) application from a crossref database and then analyzed with the VosViewer application involving 200 databases. The surprising finding in this study is the absence of connection strength in this analysis may imply that the authors did not collaborate or connect in the dataset. In this study, authors have not connected, thus researchers in this field should build scientific links between authors and research issues. The study also shows that the clusters demonstrate how numerous factors, including national, religious, societal, and educational aspects, affect inclusive education in these locations. The clusters show that inclusive education in Islamic educational contexts is influenced by practical, policy, stakeholder, theoretical, and philosophical aspects, such as Islamic values, beliefs, and teachings and the requirements of learners with disabilities. The study emphasizes the need for equitable and inclusive education for all individuals, aligning with the principles and teachings of Islam that promote equality, dignity, and social justice. It sheds light on the contemporary relevance of inclusive education in Islamic educational settings and raises awareness of the significance of addressing the diverse needs of learners, including those with disabilities.