Inclusive Education Policy in Madrasah

This study aimed to gain a profile on madrasahs of inclusive education providers. This profile makes intelligible about the understanding an inclusive education among principals, and teachers; access to quality education provided to children with special needs; inclusive education has been implementing in madrasah, particularly in terms of adequate teacher competencies; facility and infrastructure; learning methods; the impact of such learning on students in general; and the efforts are being made by the principals to achieve the goal of inclusive education. This research was conducted in M.Ts.N 19 South Jakarta and MIT Ar-Roihan, Malang, East Java. It was a qualitative study with case study approach. Data were collected through interviews, observation, and documentary study. The result of this study revealed the profile of MIT Malang and M.Ts.N 19, Jakarta, Indonesia which were described in the capacity of the two vice principals of madrasah in managing and implementing inclusive education. The capacity of MIT and M.Ts.N actually is equivalent in terms of quality, compliance with education standards and accreditation. But MIT's cultural and experiential capacity are better-off and more experienced in conducting inclusive education, especially experience in dealing with special needs pupil. The experience and culture are enriched by theoretical insights used as a tool for reading the problem, developing procedures to handle the disabled children, choice of methods used, and resulting in the forms of document. Finally, the capacity of teachers at MIT is better than M.Ts.N, especially in the form of creativity, flexibility, and self-efficacy when handling inclusive education.

Proceedings of the International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017), 2018

Negative image has been posed around Indonesian pesantrens as it close to terrorism and radicalization. In fact, Pesantren has a very limited supports from the government but keep educating people, including people with disabilities, as part of their worship to God. This article investigates practices of pesantrens in providing access to Indonesian with disabilities. The article also explores religious values and ethics that promote inclusive education within pesantrens. This paper demonstrates that some elements of inclusive education have been implemented in Indonesian pesantrens. The pesantrens welcomed students with disabilities although with very less supports in term of facilities. Besides, many parents believed that pesantrens are the best place to develop well manner beside good knowledge and morality of their children, including children with disabilities. I start the paper with a discussion of the conceptual framework of Islamic education and pesantrens. I then discuss the research setting of two pesantrens and the methodology followed by the findings and a discussion to describe social interaction within Indonesian context.

Inclusive education as an educational service that accepts students with special needs to learn together with other students in the same educational unit. As an education unit, madrasas are currently expected to be able to implement inclusive education. This study aims to reveal the planning, implementation and evaluation of inclusive education in Madrasah Aliyah Negeri (MAN) 3 Medan. The data in this study were obtained through observation, interviews and document studies. The results of this study revealed that inclusive education planning in MAN 3 Medan was carried out by involving teachers and other education personnel before the process of accepting new students. The implementation of inclusive education in MAN 3 Medan has been running where madrasa receive students with special needs and provide adequate education services. Evaluation of inclusive education in MAN 3 Medan includes evaluation of context, input, process and results. Based on the results of this study, it is deemed necessary to make policies on inclusive education and assist madrasas in implementing it.

PADJADJARAN Jurnal Ilmu Hukum (Journal of Law), 2019

Indonesia is committed to guarantee the right to education for all citizens without exception. The commitment of Indonesia to Education for All (EFA) leads to the fulfillment of inclusive education policies. The people of Indonesia tend to understand inclusive education as education for people with disabilities. On the other hand, inclusive education has a broader meaning, which does not refer only to special education. Furthermore, it also covers education with special services. The essence of inclusive education is to remove barriers that limit all marginalized learners, to respect diversity and needs, to create patterns of education without discrimination, and ultimately to achieve quality education. People’s understanding leads to questions about inclusive education in legal context, as well as the rules of inclusive education in Indonesia. This paper contains a qualitative study with a historical-doctrinal approach. The study aims to explain the right to inclusive education lis...

Jurnal Ilmu Sosial Indonesia (JISI)

Inclusive education has gained momentum in the last few years as it becomes the buzzword in the vernacular of the Indonesia's education sector, especially among the educators and education providers in Indonesia. Inclusive education requires education providers to provide quality and accessible education for students with disabilities. This article examines the practice of inclusive education at the Lazuardi Global Islamic School. It is located at the border of West Java and the capital city of Jakarta and is considered as one of the first educational institutions to offer inclusive education within an Islamic educational setting. The article begins with an overview of the inclusive education program offered since 1994 and the progressive orientation of the school's organization, management, teachers' educational development and training, in addition to an inclusive curriculum development, that has enabled implementation of an inclusive education. Based on qualitative research and extensive interviews with the school's leaders, teachers, health professional staffs, parents, and students, this article discusses and analyses the experience of Lazuardi School in implementing inclusive education. The story of Lazuardi can be used as a reference for other Islamic education providers to offer inclusive Islamic education system.

Special and Inclusive Education Journal, 2023

This study analyses how inclusive education is being implemented in Madrasah in Indonesia through the "Merdeka Belajar" program. The research uses document and content analysis to examine the Decree of Ministry of Religious Affairs of the Republic of Indonesia about guidelines for the implementation of the "Merdeka Belajar" curriculum in madrasahs (KMA RI No. 347 of 2022) policy document as a means to comprehend the intricate essence and origin of the issue, particularly in relation to inclusive education. The study reveals that the policy document mentioned the term diversity, students with disabilities, and inclusive education, however, the terms are limited and still need more specific explanations about inclusive education. The result shows that the "Merdeka Belajar" program is an important initiative that seeks to create inclusive classrooms where all students can receive a quality education in Madrasah setting.

Education Research International, 2022

is study aims to (1) describe the position of Islamic Religious Education in the Indonesian National Education System, (2) reveal the condition of Islamic Religious Education (IRE) in North Minahasa, and (3) analyze the accessibility of IRE for Islamic students in non-Muslim elementary schools. A qualitative-descriptive method was used for this analysis, with primary data being obtained and identi ed through informants. Meanwhile, books, scienti c journals, and other pieces of relevant literature were used as secondary data and analyzed inductively. e results showed that elementary schools did not pragmatically have Islamic Religious Education services although the rights of the Muslim students in obtaining them had been guaranteed by the Indonesian Government through the National Education System (NES) Law Number 20 of 2003. is led to the inaccessibility of the educational services, with the main factor being the insu cient number of Islamic students, as required by the NES. Despite the unful lled quota to obtain these services, government control as policymakers was still needed. is indicated that the ministry and the education o ce at the central and regional levels should have alternative solutions, respectively, without being negligent in resolving the problematic condition. Based on these results, the patterns by which the state failed in the equal availability and accessibility of religious education to Indonesian students were observed at all levels of state elementary schools under its regulation. ese subsequently strengthened inequalities in this educational eld while practicing religious discrimination based on accessibility. Additionally, the results suggest that the central and regional Indonesian governments, as well as other related agencies, need to be more proactive in providing religious education services to all institutional students. is leads to the availability of equality in obtaining education for all citizens, as mandated by law.

Policy & Governance Review

The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA). This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of National Ministry of Education (PERMENDIKNAS) Number 70 Year 2009. Number of schools implementing the inclusive education policy has significantly increased, supported also by the province and district related regulations. However, the context of the policy of inclusive education as the major guideline for the policy implementation lead to various and even narrowed perspective on the concept of inclus...

The education system in Indonesia has two main subsystems , one under the management of the Ministry of Education and Culture (MoEC), and madrasah education and religious education under the management of the Ministry of Religious Affairs (MoRA). Out of approximately 233,517 state schools and madrasah, about 82% are state schools and the remaining 18% are madrasah; and out of 49,402,000 students from these institutions, 87% are registered in-state schools and other 13% are registered in madrasah. Indonesian laws and regulations require state schools and madrasah to be treated equally. Moreover, madrasah teaches the same national curriculum in addition to Islamic religious subjects regulated by MoRA. The author tried to define the current circumstance of Islamic education in Indonesia, the academic issues that the government faces and sought possible solutions for them through field surveys and data analysis methods used throughout the investigation. The found data show that improper infrastructure of government contribution towards public education including religious education, and limited quota in pedagogical universities lead to a shortage of teachers in rural areas. The government of Indonesia needs further educational reforms in the area of public education, teacher training, and retraining qualified teachers, and school fees challenge the national education system in the country.

Shibghoh: Jurnal Pendidikan Islam, 2023

Islamic education in Indonesia has a long history of changes. Some educational institutions have existed since before the independence of the Republic of Indonesia, such as pesantren. Afterward, some educational institutions, such as madrasas, emerged because of resistance to schools that the colonial government implemented at that time. And after Indonesia's independence, these institutions such as pesantren and madrasahs faced another challenge, namely modernization. This paper explicitly aims to explain the history and reform processes carried out by pesantren, madrasas, and Islamic universities in Indonesia. This study uses a literature review and historical approach to obtain data. The results indicate that the Islamic Educational Institutions in Indonesia has undergone a series of reforms and renewals, starting from pesantren, and madrasas to university levels. However, these reforms and renewals also raised a dilemma, because the aspired modern Islamic educational institution is in fact very thick with the nuances of westernization and is oriented towards institutions in the West, especially at the level of Islamic universities. .