IMPLEMENTASI PEMBELAJARAN PAI DI SEKOLAH INKLUSIF YANG MENGINTEGRASIKAN NILAI MODERASI BERAGAMA DI SMP NEGERI 10 YOGYAKARTA

M. Syahrul Qhodi Alam, NIM.: 24204011020 (2026) IMPLEMENTASI PEMBELAJARAN PAI DI SEKOLAH INKLUSIF YANG MENGINTEGRASIKAN NILAI MODERASI BERAGAMA DI SMP NEGERI 10 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Inclusive education necessitates fair, adaptive, and non-discriminatory learning services for all students, including those with special needs. In this context, Islamic Religious Education (PAI) plays a crucial role not only in imparting religious knowledge but also in fostering values of religious moderation serving as a foundation for a learning culture that is tolerant, humanistic, and respectful of differences. This study aims to analyze the implementation of PAI instruction in inclusive schools that integrates values of religious moderation, examine how these values manifest within the instruction, and identify the factors supporting or hindering its implementation. This is a qualitative study employing an intrinsic case study approach. Data were collected through participant observation, semi-structured interviews, and document analysis, and subsequently analyzed using the Miles, Huberman, and Saldana model across three stages: data condensation, data display, and conclusion drawing. Data validity was verified through source and method triangulation. The findings indicate that the implementation of PAI instruction integrating religious moderation values in inclusive schools has proceeded effectively through adaptive planning, differentiated instruction, the use of diverse methods and media, and evaluations tailored to students' capabilities. Values of religious moderation are manifested through the integration of tolerance into teaching materials, inclusive teacher attitudes, a school culture that respects diversity, and positive student responses to that diversity. Supporting factors include robust school policies, leadership commitment, the presence of special education teachers, collaboration between PAI teachers and special education teachers, and accessible facilities. Conversely, inhibiting factors include a shortage of special education teachers and the fact that not enough educators possess a background in special education. These findings confirm that PAI instruction in inclusive schools can serve as a strategic space for internalizing religious moderation while simultaneously strengthening equitable educational services for all students.

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