The Epistemology of Inclusive Education in Islamic Education: Reconstructing The Role of The Teacher as a Murabbi For Children With Special Needs
Keywords:
Epistemology, Inclusive Education, Islamic Education, Murabbi, Special NeedsAbstract
This study addresses the persistent fragmentation between general inclusive education frameworks and authentic Islamic pedagogical traditions by constructing a coherent epistemological model for special needs schooling. Utilizing a qualitative conceptual analysis combined with a hermeneutic approach, the research systematically synthesizes foundational primary sources with contemporary pedagogical literature, policy frameworks, and special education paradigms. The analysis establishes that Islamic education possesses a robust epistemological foundation rooted in human dignity, justice, compassion, and universal knowledge acquisition. To operationalize these principles, the paper reconstructs teacher identity from a conventional knowledge transmitter toward a holistic educator across spiritual, intellectual, emotional, and social dimensions, replacing deficit models with strength based approaches. Furthermore, the conceptual framework demonstrates that sustainable implementation depends on institutional governance reform, special education teacher integration, and participatory community ecosystems. By aligning foundational principles with structural school management, this research provides a transferable conceptual model that transforms inclusive Islamic education from an administrative obligation into an epistemologically grounded, sustainable reality for learners with special needs.
Downloads
References
Af'idah, S. U., Syarafina, A. Z., Hamida, D., & Sholekah, S. (2025). Al-Ghazali’s Holistic Philosophy of Education: Relevance and Reconstruction of Contemporary Islamic Educational Paradigms. EDUKASI: Jurnal Pendidikan Islam (e-Journal), 13(2), 362-376. https://doi.org/10.54956/edukasi.v13i2.853
Agustina, A. (2026). Reconstruction of the Prophetic Holistic Education System: A Pedagogical-Historical Analysis of Character, Metacognition, and Social Transformation in Early Islamic Civilization. Heutagogia: Journal of Islamic Education, 6(1), 97-113. https://doi.org/10.14421/hjie.2026.61-08
Alhamuddin, A., Murniati, A., & Yahaya, N. (2025). Bridging Faith and Knowledge: Reframing Holistic Islamic Education for Integrity-Based Character Formation. At-Ta'dib, 20(2), 176-192. https://doi.org/10.21111/at-tadib.v20i2.37
Andriani, L., Vidayanti, V., & Rifai, M. S. (2026). Inclusive Education as an Ethical and Humanistic Practice from the Perspective of Islamic Educational Philosophy: A Literature Study in the Context of Madrasah Ibtidaiyah. JDP (JURNAL DINAMIKA PENDIDIKAN), 2(2), 471-480. https://doi.org/10.64540/rm2k5j64
Budianto, N. (2026). Educator Paradigms in Deep Learning in Relation to Islamic Educational Traditions. Fitrah: Journal of Islamic Education, 7(1), 50-65. https://doi.org/10.53802/fitrah.v7i1.1464
Encung, E., & Rusydi, I. (2026). Implementation of Philosophy of Religion Principles In Islamic Education of Islamic Boarding School. Tafkir: Interdisciplinary Journal of Islamic Education, 7(2), 415-431. https://doi.org/10.31538/tijie.v7i2.2436
Gaffar, A., & Anees, M. (2025). Inclusive Tawhid as an Epistemology of Islamic Education. FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam, 14(1), 135-148. https://doi.org/10.32806/jf.v15i1.833
Habibi, H. (2024). Revitalization of the Islamic Education Paradigm: An Islamic Epistemological Perspective. Bestari| Jurnal Studi Pendidikan Islam, 21(2). https://doi.org/10.36667/bestari.v21i2.1532
Ilahi, M. T. (2022). Pendidikan inklusif: Konsep dan aplikasi (ed. rev.). Ar-Ruzz Media.
Ilyas, H. P., & Tarmini, W. (2025). Interpreting pedagogical beliefs: English language teaching in Islamic educational institutions. Englisia: Journal of Language, Education, and Humanities, 13(1), 207-225. https://doi.org/10.22373/ej.v13i1.32156
Irbathy, S. A., & Fahma, N. (2025). Reconstructing Pesantren Pedagogy: Integrating Social-Emotional Learning (SEL) and Sayyidah ‘Ā’ishah’s Intellectual Rigor to Enhance Student Agency. Assyfa Journal of Islamic Studies, 3(1), 1-22. https://doi.org/10.61650/ajis.v3i1.688
Izuddin, A., Muhammad, A. N., & Assegaf, A. R. (2026). Adab in Teacher–Student Relations: An Analysis of Al-Ghazali’s Educational Thought. AL-ADABIYAH: Jurnal Pendidikan Agama Islam, 7(1), 1-10. https://doi.org/10.35719/adabiyah.v7i1.1263
Jannah, N., Nawangsari, D., Ubaidillah, U., & Hepni, H. (2025). Theoretical Implications for the Core Knowledge of Islamic Religious Education in the Disruptive Era. Falasifa: Jurnal Studi Keislaman, 16(01), 48-60. https://doi.org/10.62097/falasifa.v16i01.2163
Jasminto, J., Rofi’ah, S., & Amayreh, M. K. (2025). Reclaiming Islamic Educational Identity through Curriculum: A Critical Analysis of Adabul ‘Alim wal Muta’allim in Pesantren Tebuireng. International Journal of Religion and Social Community, 3(1), 33-54. https://doi.org/10.30762/ijoresco.v3i1.3585
Kamridah, K., Husnaeni, M., & Deliany, S. (2025). Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning. Utamax: Journal of Ultimate Research and Trends in Education, 7(2), 111-123. https://doi.org/10.31849/ba279616
Kementerian Agama RI. (2022). Panduan teknis penyelenggaraan pendidikan inklusi di madrasah. Direktorat Jenderal Pendidikan Islam.
Khatimah, S. H., Sabarudin, S., Anisa, F. N., Aryani, P. L., & Jannah, M. M. (2026). Integrative Reconstruction of Islamic Education Learning Model to Enhance Values in Madrasah Ibtidaiyah. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 9(2), 219-239. https://doi.org/10.24036/ijmurhica.v9i2.552
Komarudin, A., Hakim, L., Sapitri, Y., Budiman, M. I. G., & Suhartini, A. (2026). Reconstructing the Essence of Islamic Education from the Perspectives of the Qur'an, Hadith, and Contemporary Islamic Educational Thought. Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman, 15(2), 1203-1217. https://doi.org/10.54437/urwatulwutsqo.v15i2.3193
Kustawan, D., & Meimulyani, Y. (2022). Pendidikan inklusif bagi anak berkebutuhan khusus: Perspektif keadilan dan kebhinekaan. Luxima Metro Media.
Mir, K. H., & Anjum, R. (2025). Murtaza Mutahhari: Bridging Tradition and Modernity in Islamic Education Philosophy. Indonesian Journal of Islamic Education Studies (IJIES), 8(1), 1-16. https://doi.org/10.33367/ijies.v8i1.5850
Mudjito, A. K. (2021). Manajemen pendidikan inklusif. Baduose Media.
Musa, F., Aksan, S. M., Firianto, A. R., Adam, A., & Baharuddin, B. (2026). The Concept of Epistemology in Islamic Education and Its Challenges in the Era of Artificial Intelligence. Golden Ratio of Social Science and Education, 6(1.1), 171-178. https://doi.org/10.52970/grsse.v6i1.1.2347
Muyassaroh, I. K., & Nurrohman, W. (2025). A Phenomenological Study of Islamic Religious Education Teachers' Experiences in Inclusive Classrooms at Sleman Elementary Schools. INKLUSI, 12(1), 31-44. https://doi.org/10.14421/ijds.120203
Muzaki, I. A., Faizin, M., Saefullah, A. S., Hakim, A., & bin Ellias, M. S. (2025). Teachers as Murabbi: An Analysis of the Teacher's Role in Character Formation from the Perspective of Islamic Educational Philosophy at SD Persatuan Islam Karawang. Jurnal Iqra': Kajian Ilmu Pendidikan, 10(2), 68-81. https://doi.org/10.25217/ji.v10i2.6402
Nabila, Z. F., Surahman, C., Sumarna, E., & Karimah, I. W. (2026). Islamic Pedagogical Reflection on Qur’anic Concept of Tadris in Surah Al-An’am: 105 for Islamic Religious Education. Paradigma, 23(1), 75-97. https://doi.org/10.33558/paradigma.v23i1.11798
Nata, A. (2022). Ilmu pendidikan Islam: Teori dan praktik. Kencana.
Purwanta, E. (2022). Psikologi anak berkebutuhan khusus dalam perspektif pendidikan inklusif. Pustaka Pelajar.
Rachmah, G. S., Mahrus, M., Fauzan, U., & Duraesa, A. (2026). Reconstruction of Maqasid Shariah values in Islamic religious education learning as a basis for moderate character formation. Referensi Islamika: Jurnal Studi Islam, 4(3), 185-202. https://doi.org/10.66053/ri.v4i3.703
Rafiq-uz-Zaman, M., & Nadeem, M. A. (2026). Integrating prophetic teaching methods into 21st-century Islamic education: A systematic review of pedagogical practices from Sirah Nabawiyah. Journal of Teaching and Education for Scholars, 3(1), 73-92. https://doi.org/10.59065/jotes.v3i1.279
Ramayulis. (2021). Ilmu pendidikan Islam (ed. rev.). Kalam Mulia.
Rinaldi, R., Bahtiar, S., Harlan, M. R., & Amilah, S. (2026). Reconstruction of English language teaching through contemporary Islamic thought: A conceptual study. Englisia: Journal of Language, Education, and Humanities, 13(2), 224-237. https://doi.org/10.22373/englisia.139
Rosyad, A., Wahyudin, W., Musaddad, E., & Wasehuddin, W. (2026). The Role of Murabbi in Developing the Intelligence of Santri: A Comparative Study of Traditional and Modern Pesantren. Tafkir: Interdisciplinary Journal of Islamic Education, 7(3), 853-867. https://doi.org/10.31538/tijie.v7i3.2985
Ruslan, R., & Luthfiyah, L. (2026). Critical Pedagogy and Islamic Education: Curriculum Reconstruction towards Transformative Learning. Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 6(2), 1614-1628. https://doi.org/10.53299/jppi.v6i2.4153
Tafsir, A. (2021). Ilmu pendidikan Islam (ed. ke-5). Remaja Rosdakarya.
