Article Sidebar

Download
PDF
Statistic
Read Counter : 96 Download : 117

Main Article Content

Abstract

This study addresses the need for a character-based inclusive education model that accommodates students with disabilities in higher education, particularly within the Indonesian context. The objective is to design a values-oriented educational framework that integrates moral and religious principles into inclusive teaching practices. Employing a Research and Development (R&D) approach, the study involved general course students at an Indonesian university, with data gathered through interviews, observations, and a review of relevant literature. The findings reveal a hierarchical structure of character values comprising basic values (tolerance, sympathy, empathy), instrumental values (self-awareness and cooperation), and ultimate values centered on sincere service (lillahi Ta’ala). Additionally, the implementation of character education in Islamic and Civic Education courses must be responsive to the unique challenges faced by students with disabilities, requiring curriculum adjustments in terms of learning media, instructional materials, and assessment strategies. The study contributes to the field by emphasizing ta’awun (mutual assistance) as a core religious value that underpins inclusive relationships among faculty, students with disabilities, their peers, and families, thereby promoting a more compassionate and supportive academic environment.

Keywords

Disabled Students, Inclusive Education Model, Religious Character, Ta’awun

Article Details

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Abdillah, H. T., Firdaus, E., Syafe'i, M., Budiyanti, N., & Tantowi, Y. A. (2025). Religious Character-Based Inclusive Education in General Course for Difabel Students at University. Jurnal Pendidikan Islam, 11(1), 189–203. https://doi.org/10.15575/jpi.v11i1.44011
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abdella, A. S. (2018). Instructors’ willingness to provide instructional accommodations for students with disabilities in selected universities of Ethiopia. International Journal of Inclusive Education, 22(6), 671-682. https://doi.org/10.1080/13603116.2017.1396501
  2. Abdillah, H. T. (2016). Pengaruh Kompetensi Profesional Dan Pedagogik Guru Pai Terhadap Evaluasi Pembelajaran Pai Di Sma. Jurnal Pendidikan Ilmu Sosial, 24(2), 141-146. https://doi.org/10.17509/jpis.v24i2.1450
  3. Al Qurthubi, Syaikh Imam. (2008). Tafsir Al Qurthubi. Jakarta: Pustaka Azzam.
  4. Armstrong, F., & Tsokova, D. (Eds.). (2019). Action research for inclusive education: Participation and democracy in teaching and learning. Routledge.
  5. Aspin, D. N., & Chapman, J. D. (Eds.). (2007). Values education and lifelong learning: Principles, policies, programmes (Vol. 10). Springer Science & Business Media.
  6. Az Zuhaili, Wahbah. (2014). Ensiklopedia Akhlak Muslim: Berakhlak Terhadap Sesama dan Alam Semesta, terj Ahmad Dzulfikar & Muhammad Sholeh Asri. Jakarta: Noura Books.
  7. Borg, W. R., and Gall, M.D., (1988). Educational Research: An Introduction (5thed). New York: Longman.
  8. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative Studies in Special Education. Exceptional Children, 71(2), 195-207. https://doi.org/10.1177/001440290507100205 (Original work published 2005)
  9. Brewer, G., Urwin, E., & Witham, B. (2023). Disabled student experiences of Higher Education. Disability & Society, 40(1), 108–127. https://doi.org/10.1080/09687599.2023.2263633
  10. Carballo, R., Morgado, B., and Cortés-Vega, M. D. (2021). Transforming faculty conceptions of disability and inclusive education through a training programme. International Journal of Inclusive Education, 25(7), 843-859. https://doi.org/10.1080/13603116.2018.1578874
  11. Creswell, John W & J. David Creswell. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches Fifth Edition. SAGE Publications, Inc.
  12. Dong, S., & Lucas, M. S. (2016). An analysis of disability, academic performance, and seeking support in one university setting. Career Development and Transition for Exceptional Individuals, 39(1), 47–56. https://doi.org/10.1177/2165143413475658
  13. Fernandez, I. L., Dosil-Santamaria, M., Idoiaga Mondragon, N., & Ozamiz-Etxebarria, N. (2023). Teachers’ involvement in inclusive education: attitudes of future teachers. Education Sciences, 13(9), 851. https://doi.org/10.3390/educsci13090851
  14. Fuller, M., Bradley, A., and Healey, M. (2004). Incorporating disabled students within an inclusive higher education environment. Disability & society, 19(5), 455-468. https://doi. org/10.1080/0968759042000235307
  15. Goode, J. (2007). ‘Managing’disability: Early experiences of university students with disabilities. Disability & Society, 22(1), 35-48. https://doi.org/10.1080/0968759060105620
  16. Grimes, S., Southgate, E., Scevak, J., and Buchanan, R. (2019). University student perspectives on institutional non-disclosure of disability and learning challenges: Reasons for staying invisible. International Journal of Inclusive Education, 23(6), 639-655. https://doi. org/10.1080/13603116.2018.1442507
  17. Hamka. (1984). Tafsir Al-Azhar. Jakarta: Pustaka Panjimas
  18. Imam Jalaludin Al Mahalli, Imam Jalaludin as-suyuti. (2009). Terjemah Tafsir Jalalain Berikut Asbabun Nuzul, Jilid 2, terj. Bahrun Abubakar, L. C, Sinar Baru Algesindo, Bandung,
  19. Indriawati, P. (2013). Implementasi Kebijakan Tugas Guru Pembimbing Khusus pada Pendidikan Inklusif di SD Negeri se-Kecamatan Junrejo Batu. Jurnal Kebijakan dan Pengembangan Pendidikan, 1 (1), 48-55. https://doi.org/10.22219/jkpp.v1i1.1508
  20. Kustawan, D. (2012). Pendidikan Inklusif dan Upaya Implementasinya. Jakarta Timur: PT Luxima Metro Media.
  21. Kementrian Pendidikan Nasional. (2010). Grand Design Pendidikan Karakter - Draft-Revisi 25 Februari 2010. Jakarta: Badan Penelitian dan Pengembangan Pusat Kurikulum.
  22. Lickona, T. (1991). Educating Form Character How Our School Can Teach Respect and Responsibility. New York-Toronto-London-Sidney-Auckland: Bantam Books.
  23. Nieminen, J. H. (2023). Unveiling ableism and disablism in assessment: A critical analysis of disabled students’ experiences of assessment and assessment accommodations. Higher Education, 85(3), 613-636. https://doi.org/10.1007/s10734-022-00857-1
  24. Meiyani, N. (2000). Layanan Dasar Bimbingan Untuk Pengembangan Kemampuan Anak Tunanetra Dalam Bergaul Dan Bekerjasama Dengan Kelompok Sebaya Di Sekolah Lanjutan Tingkat Pertama. Bandung: Universitas Pendidikan Indonesia.
  25. Morgan, P. L., Woods, A. D., Wang, Y., Farkas, G., Hillemeier, M. M., & Mitchell, C. (2022). Which Students with Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms? Journal of Learning Disabilities, 56(3), 180-192. https://doi.org/10.1177/00222194221094019 (Original work published 2023)
  26. Rahardja, D. (2010). Pendidikan luar biasa dalam perspektif dewasa ini (translation: Special education in current perspective). Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus, 9(1), 76-88. https://ejournal.upi.edu/index.php/jassi/article/view/3911
  27. Rodríguez Herrero, P., Izuzquiza Gasset, D., and Cabrera Garcia, A. (2020). Inclusive education at a Spanish University: The voice of students with intellectual disability. Disability & Society, 36(3), 376-398. https://doi.org/10.1080/09687599.2020.1745758
  28. Ruppar A. L., Allcock H., Gonsier-Gerdin J. (2017). Ecological factors affecting access to general education content and contexts for students with significant disabilities. Remedial and Special Education, 38, 53–63. https://doi.org/10.1177/0741932516646856
  29. Shaw, S. C., and Anderson, J. L. (2018). The experiences of medical students with dyslexia: An interpretive phenomenological study. Dyslexia, 24(3), 220-233. https://doi.org/10.1002/dys.1587
  30. Shihab, M. Quraish. (2002). Tafsir al-Misbah; Pesan, Kesan, dan Keserasian Alquran (Vol. 5) Jakarta: Lentera Hati.
  31. Smith, J. D. (2008). Inklusi Sekolah Ramah untuk Semua. (Denis, & N. Enrica, Trans.) Bandung: Penerbit Nuansa.
  32. Sudarti, K., Fachrunnisa, O., and Ratnawati, A. (2021). Can the sense of ta’awun behavior reduce voluntarily job turnover in Indonesia? Journal of Islamic Accounting and Business Research, 12(6), 831-848. 10.1108/JIABR-07-2018-0130
  33. Sulhaini, Rinuastuti, B. H., and Nurmayanti, S. (2022, October). Ta’awun and Human Resource Practices as SMEs’ Marketing Agility Enablers. In Global Islamic Marketing Conference (pp. 283-299). Singapore: Springer Nature Singapore. Retrieved from https://ideas.repec.org/h/spr/prbchp/978-981-99-5118-5_17.html
  34. Sullivan A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317–334. https://doi.org/10.1177/001440291107700304
  35. Sugiyono, (2008). Statistika untuk Penelitian. Bandung: Alfabeta
  36. Thompson-Ebanks, V., and Jarman, M. (2018). Undergraduate students with nonapparent disabilities identify factors that contribute to disclosure decisions. International Journal of Disability, Development and Education, 65(3), 286-303. https://doi.org/10.1080/103491 2X.2017.1380174
  37. Wexler, J., Swanson, E., Shelton, A., Kurz, L. A., Bray, L., and Hogan, E. (2023). Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students with Disabilities. Journal of Learning Disabilities, 56(2), 145-160. https://doi.org/10.1177/00222184211065488