Inclusive Pedagogical Strategies of Islamic Education Teachers in Managing Heterogeneous Primary Classrooms: A Qualitative Study from Indonesia
DOI:
https://doi.org/10.63236/ijmar.1.2.2Keywords:
classroom management, differentiated instruction, inclusive pedagogy, Islamic Education, primary schoolAbstract
Managing heterogeneous classrooms presents a significant challenge for teachers, particularly in the field of Islamic Education where learners differ not only in academic ability and socio-economic background but also in religious affiliation. This study aimed to explore how an experienced Islamic Education teacher develops and applies inclusive pedagogical strategies to address diversity in a primary school in Indonesia. The problem addressed was the limited research examining the lived experiences of Islamic Education teachers in heterogeneous classroom contexts, especially when non-Muslim students are also present. Using a qualitative descriptive approach, data were collected through an in-depth interview with a teacher who had more than 16 years of teaching experience across multiple grade levels. Thematic analysis was employed to identify key strategies and their outcomes (Braun and Clarke’s, 2006). The findings revealed that the teacher implemented differentiated instruction, creative teaching aids, flexible seating arrangements, remedial sessions, adaptive assessment, and strong collaboration with parents and the school community. These strategies not only reduced learning gaps but also fostered student engagement and inclusivity, particularly for non-Muslim learners. The study concluded that inclusive pedagogy in Islamic Education can serve as a model for promoting both academic success and interfaith cohesion in diverse educational contexts.
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