Adabtive Strategies For Islamic Values Learning in Inclusive Elementary Classrooms

Abstract

Inclusive education requires adaptive learning practices that accommodate diverse student
characteristics while ensuring meaningful access to religious and moral learning. This study aims to
examine adaptive strategies for teaching Islamic values in inclusive elementary classrooms, identify
challenges encountered during their implementation, and describe the solutions adopted by teachers and
schools. The study employed a qualitative case study design at SD Muhammadiyah 1 Kota Sorong,
Indonesia. Data were collected through classroom observations, interviews with the principal, classroom
teachers, a special education assistant teacher, and parents, as well as relevant documentation. Data were
analyzed through data reduction, descriptive data presentation, and conclusion drawing, while source and
technique triangulation was used to ensure data credibility. The findings reveal that Islamic values learning
in inclusive classrooms was facilitated through adaptive teaching practices, including modification of
learning materials, visual and kinesthetic media, simplified instructions, individualized assistance, positive
reinforcement, and patient yet consistent classroom management. The involvement of special education
assistant teachers and collaboration between teachers and parents were particularly important in supporting
students with special educational needs. However, implementation was constrained by limited teacher
competence in inclusive education, insufficient specialized human resources, diverse student
characteristics, and varying levels of parental understanding and involvement. These findings suggest that
effective Islamic values learning in inclusive classrooms requires flexible instructional practices,
individualized support, and sustained collaboration among schools, teachers, families, and relevant
professionals. The study highlights adaptive teaching as an important approach to creating inclusive,
equitable, and meaningful Islamic learning experiences at the elementary school level.