Praktik dan pemaknaan guru pendidikan agama Islam dalam mengajar di sekolah inklusi

Abstract

This study aims to examine the practices and meanings constructed by Islamic Religious Education (PAI) teachers in teaching at inclusive schools, particularly in understanding learning objectives, responding to student diversity, and interpreting learning success beyond mere cognitive achievement. The study employed a qualitative approach with a field research design and an interpretive paradigm. It was conducted in inclusive schools in the Metro area, with PAI teachers selected purposively as research subjects. Data were collected through in-depth interviews, supported by limited documentation, and then analyzed using an interactive analysis model involving data reduction, data display, and conclusion drawing. The findings reveal that PAI teachers interpret learning in inclusive classrooms in flexible, humanistic, and contextual ways. Learning objectives for students with special needs are directed more toward the habituation of religious values, self-regulation, participation in religious activities, and meaningful spiritual experiences. Curriculum mismatch is addressed through target adaptation, simplification of materials, and the use of differentiated and multisensory strategies. Abstract materials are contextualized into concrete experiences, while routine-based learning, direct practice, and role modeling are considered the most impactful. Learning success is understood holistically through behavioral change, engagement, independence in worship, and moral development. This study confirms that PAI learning in inclusive schools cannot be understood merely through a normative approach, but rather as a form of religious pedagogy oriented toward justice, participation, and meaningful learning for all students.

Keywords: PAI Teachers; Islamic Religious Education; Inclusive Schools

Abstrak

Penelitian ini bertujuan untuk mengkaji praktik dan pemaknaan guru Pendidikan Agama Islam (PAI) dalam mengajar di sekolah inklusi, khususnya dalam memahami tujuan pembelajaran, merespons keberagaman peserta didik, dan memaknai keberhasilan pembelajaran di luar capaian kognitif semata. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian lapangan dan paradigma interpretatif. Penelitian dilaksanakan di sekolah inklusi di wilayah Metro dengan subjek guru PAI yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, dilengkapi dengan dokumentasi terbatas, kemudian dianalisis menggunakan model analisis interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru PAI memaknai pembelajaran di kelas inklusi secara fleksibel, humanis, dan kontekstual. Tujuan pembelajaran bagi peserta didik berkebutuhan khusus lebih diarahkan pada pembiasaan nilai religius, regulasi diri, partisipasi dalam kegiatan keagamaan, dan pengalaman spiritual yang bermakna. Ketidaksesuaian kurikulum direspons melalui adaptasi target, penyederhanaan materi, serta penggunaan strategi diferensiatif dan multisensori. Materi abstrak dikontekstualisasikan menjadi pengalaman konkret, sedangkan pembelajaran berbasis rutinitas, praktik langsung, dan keteladanan dipandang paling berdampak. Keberhasilan pembelajaran dimaknai secara holistik melalui perubahan perilaku, keterlibatan, kemandirian beribadah, dan perkembangan akhlak. Penelitian ini menegaskan bahwa pembelajaran PAI di sekolah inklusi tidak dapat dipahami melalui pendekatan normatif semata, melainkan sebagai praktik pedagogi keagamaan yang berorientasi pada keadilan, partisipasi, dan kebermaknaan belajar bagi seluruh peserta didik.