Implementasi Nilai Kesetaraan dalam Pembelajaran Pendidikan Agama Islam pada Pendidikan Inklusif di SDN 02 Percontohan Bukittinggi Implementation of Equality Values in Islamic Religious Education Learning within Inclusive Education at SDN 02 Percontohan Bukittinggi

Abstract

The implementation of equality values in Islamic Religious Education (IRE) within inclusive education has received considerable research attention. However, studies specifically examining the implementation of equality values through human values, cooperation, and mutual support in IRE learning at inclusive primary schools remain limited. This study aimed to analyze the implementation of equality values in IRE learning within inclusive education at SDN 02 Percontohan Bukittinggi. This study employed a qualitative approach with a descriptive design. The research informants comprised an IRE teacher, a Special Education Support Teacher (GPK), students in the slow learner and borderline categories, the principal, and students’ parents, who were selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation and subsequently analyzed using an interactive qualitative data analysis model comprising data reduction, data presentation, and conclusion drawing and verification. The results showed that equality values were implemented through nondiscriminatory treatment, equal learning opportunities, the adaptation of materials, methods, assignments, and learning targets to students’ abilities, the formation of heterogeneous learning groups, and the provision of individual and collaborative support. The IRE teacher, GPK, peers, principal, and parents played roles in creating an inclusive learning environment. These findings confirm that equality in inclusive education is manifested not only through equal treatment but also through the provision of equitable support according to each learner’s needs. This study contributes to broadening the understanding of substantive equality in inclusive education and has implications for strengthening equitable, adaptive, collaborative, and nondiscriminatory IRE learning practices.