Implementation of The Al-Islam Curriculum In Inclusive Schools at Muhammadiyah 2 Elementary School, Tulangan

Implementasi Kurikulum Al-Islam Pada Sekolah Inklusif di SD Muhammadiyah 2 Tulangan

Abstract

This study examines the implementation of the Al-Islam curriculum in the inclusive learning environment of SD Muhammadiyah 2 Tulangan and identifies the key supporting and inhibiting factors. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation involving teachers and curriculum developers. The findings reveal that implementation occurs through the integration of Al-Islam values into thematic learning, religious routines, differentiated instructional materials, and collaborative teaching between Islamic Education teachers, classroom teachers, and special education assistants. Adaptations are made for students with special needs through simplified content, multisensory strategies, and alternative assessments. Supporting factors include institutional commitment, teacher competence, parental involvement, and the flexibility of the curriculum. Barriers include limited facilities, insufficient training, lack of adaptive resources, and low stakeholder understanding of inclusive education. Overall, the implementation demonstrates meaningful progress but still requires structural reinforcement to ensure equitable and effective access to Al-Islam learning for all students holistically.