Penguatan Budaya Inklusif di Sekolah: Kajian Sistematis Kebijakan Kurikulum Merdeka dan Pendidikan Inklusif di Indonesia (2020–2026)

Authors

  • Rahma Alya Universitas Islam Negeri Sultan Syarif Kasim, Indonesia
  • Nurul Azwa Universitas Islam Negeri Sultan Syarif Kasim, Indonesia
  • Herlini Puspika Sari Universitas Islam Negeri Sultan Syarif Kasim, Indonesia

DOI:

https://doi.org/10.30983/surau.v4i1.10275

Keywords:

inclusive education, pluralism, Merdeka Curriculum, school culture, systematic literature review

Abstract

This article aims to analyze the challenges facing Islamic education in the global era and formulate an integrative strategy that is adaptive, value-based, and transformative. The study employed a qualitative approach using a library research method through a review of national and international literature related to digital transformation, teacher professionalism, curriculum development, character education, and the epistemology of Islamic education. The data were analyzed using thematic content analysis through theme identification, synthesis of findings, and strategic mapping. The findings indicate that the challenges facing Islamic education stem not only from globalization and digital culture but also from internal issues, including the dichotomy between religious and general sciences, a certification-oriented educational paradigm, limited digital competence among educators, unequal access to technology, and the suboptimal internalization of Qur’anic character values. The novelty of this article lies in the formulation of a transformative-integrative framework that integrates digital literacy, the ethical use of technology, participatory curriculum development, teacher professionalism, knowledge integration, and collaboration among schools, families, and communities. This article offers a strategic synthesis for developing Islamic education that is intellectually competitive, spiritually grounded, and responsive to global challenges in the twenty-first century.

References

Agustina, N. L. (2024). Tantangan pluralisme agama terhadap tujuan pendidikan agama Islam pada sekolah menengah atas di Indonesia. Jurnal Penelitian dan Kajian Keislaman, 12(1), 1–9.

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587

Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.

Amelia, D., Putri, A., Ali, H., & Zuripal, D. S. (2025). Penguatan kapasitas guru dan masyarakat dalam manajemen pendidikan inklusi. Jurnal Pengabdian Masyarakat Akademisi, 4(4), 208–213.

Andarika, D. Y., & Rofiki, I. (2023). Strategi pembelajaran berdiferensiasi dalam memenuhi kebutuhan peserta didik. Jurnal Ekonomi, Bisnis dan Pendidikan, 3(10). https://doi.org/10.17977/um066.v3.i10.2023.5

Ayu. (2023). Guru sebagai teladan dalam menumbuhkan sikap toleransi murid di kelas. WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter, 7(1), 62–74. https://doi.org/10.21776/ub.waskita.2023.007.01.5

Azizah. (2023). Pluralisme pada interaksi sosial siswa Muslim dan siswa non-Muslim di sekolah dasar. ALFIHRIS: Jurnal Inspirasi Pendidikan, 1(2), 229–236. https://doi.org/10.59246/alfihris.v1i2.227

Banks, J. A. (2019). An introduction to multicultural education (6th ed.). Pearson.

Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Centre for Studies on Inclusive Education.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Darmawati, A. A., Kusumawati, D., & Aslamiyah, S. L. (2024). Pendekatan pembelajaran individu untuk anak berkebutuhan khusus dalam implementasi Kurikulum Merdeka. Journal of Learning and Educational Technology, 1(1), 8–15.

Faudillah. (2024). Peran guru dalam mengembangkan kecerdasan emosional pada anak. AMI: Jurnal Pendidikan dan Riset, 2(1), 13–18.

Febriana, V., Sumantri, M. S., & Dailion, E. (2025). Hubungan pemahaman nilai-nilai Pancasila dengan sikap toleransi siswa kelas V sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 283–295. https://doi.org/10.23969/jp.v10i02.25569

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Haryono, E., Suprihatiningsih, S., Septian, D., & Wijaya, J. (2024). New paradigm metode penelitian kepustakaan (library research) di perguruan tinggi. An-Nuur. https://ejournal.iaiamc.ac.id/index.php/annuur/article/view/391

Ibrahim, M. A., & Pramitha, D. (2025). Budaya penyambutan di Sekolah Indonesia Kuala Lumpur: Upaya membangun lingkungan sekolah yang ramah dan inklusif. Jurnal Akademik Pengabdian Masyarakat, 3(3), 178–182. https://doi.org/10.61722/japm.v3i3.4705

Irfanda, H., Ulinnas, S., & Saputra, A. (2026). Guru pendidikan agama Islam sebagai agen moderasi beragama di lembaga pendidikan formal. SURAU: Journal of Islamic Education, 4(1), 70–85. https://doi.org/10.30983/surau.v4i1.11012

Ju’subaidi, J., Muhadjir, N., & Sumarno, S. (2016). Paradigma pendidikan agama dalam masyarakat plural. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 179–197. https://doi.org/10.21831/pep.v20i2.7256

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2023). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2024). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 12 Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.

Khoirin Nisa’, S., Muntamah, B. S., & Nurdibyanandaru, D. (2023). Strategies for strengthening the culture of inclusion in the realm of education in Indonesia: A literature review. Jurnal Pendidikan Inklusi, 7(2), 63–79.

Listanti, H., Tsaniyyah, U., & Sari, H. P. (2025). Pendidikan multikulturalisme dalam perspektif Islam. Jurnal Pendidikan Agama Islam, 2(1). https://jurnalal-ikhlas.com/PPAI/article/view/82

Ma’rifah, I., & Sibawaihi. (2023). Institutionalization of multicultural values in religious education in inclusive schools, Indonesia. Jurnal Pendidikan Agama Islam, 20(2), 247–260. https://doi.org/10.14421/jpai.v20i2.8336

Messiou, K. (2017). Research in the field of inclusive education: Time for a rethink? International Journal of Inclusive Education, 21(2), 146–159. https://doi.org/10.1080/13603116.2016.1223184

Musayyidi. (2019). Konsep pendidikan pluralisme dalam perspektif Nurcholish Madjid. Kariman: Jurnal Pendidikan Keislaman, 7(2), 283–298. https://doi.org/10.52185/kariman.v7i2.116

Ningrum, S., & Pujaningsih. (2025). Learning communities strengthen kindergarten teachers’ confidence in inclusive education. Indonesian Journal of Innovation Studies, 26(4), 8–14. https://doi.org/10.21070/ijins.v26i4.1706

Nurita, D., Amanda, N., Fadhil, N., & Hijrianti. (2025). Dampak pendidikan inklusif terhadap perkembangan sosial dan akademik anak tunarungu. Journal of Early Childhood Education Studies, 5(1), 285–309.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71

Pasaribu, R., Radiana, U., Wicaksana, L., & Salarasati, C. D. P. (2023). Peran kepala sekolah dalam penyelenggaraan pendidikan inklusif di SMP Negeri 4 Jelai Hulu. Manajemen Pendidikan, 18(2), 165–176. https://doi.org/10.23917/jmp.v18i2.23289

Peraturan Menteri Agama Republik Indonesia Nomor 16 Tahun 2010 tentang Pengelolaan Pendidikan Agama pada Sekolah.

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.

Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan.

Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751

Pramudita, E. S., & Prabowo, F. R. (2025). Strategi pembelajaran inklusif untuk siswa berkebutuhan khusus dalam pendidikan jasmani di sekolah dasar. Jurnal Ilmiah Pendidikan dan Pembelajaran, 12(1), 45–56.

Pratiwi, H., Dwiningrum, S. I. A., Riwanda, A., & Minasyan, S. (2024). Insights into multicultural competence of early childhood teacher candidates in Indonesian Islamic higher education. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 22(1), 79–96. https://doi.org/10.32729/edukasi.v22i1.1813

Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335

Sandi. (2025). Peran guru dalam pembentukan karakter peserta didik (Studi survei SMK Negeri 65 Jakarta). Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam, 6(1), 345–355. https://doi.org/10.55623/au.v6i1.512

Silfia. (2025). Strategi pembelajaran inklusif untuk memenuhi kebutuhan belajar siswa berkebutuhan khusus di SDN 6 Bokat. Jurnal Ilmiah Pendidikan Dasar, 10(2).

Siregar, N. A., & Daulay, M. R. (2025). Implementasi nilai-nilai moderasi beragama dalam pembelajaran pendidikan agama Islam siswa kelas VIII di SMPN 1 Batang Angkola Kabupaten Tapanuli Selatan. SURAU: Journal of Islamic Education, 3(2), 165–176. https://doi.org/10.30983/surau.v3i2.10018

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Suhara, S. P., Darmansah, T., Nasution, A. S., & Wardani, T. K. (2024). Dampak kebijakan pendidikan karakter terhadap perilaku siswa di sekolah. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 2(1), 186–191. https://doi.org/10.62383/hardik.v2i1.1046

Sulthon. (2023). Dampak penerapan adaptasi kurikulum pada perubahan sikap siswa dalam aspek kerja sama dan partisipasi di sekolah inklusif. LITERAL: Disability Studies Journal, 1(1), 23–31. https://doi.org/10.62385/literal.v1i01.27

Sundari, I., Hasibuan, K. H., Rambe, R. H., & Hasibuan, S. A. (2024). Integrasi nilai-nilai multikulturalisme dalam pembelajaran untuk membangun toleransi di lingkungan MIN 1 Labuhanbatu. Jurnal Tarbiyah, 31(2), 368–376. https://doi.org/10.30829/tar.v31i2.4051

Syafrudin, & Mutmainnah. (2025). Riset dan inovasi dalam kurikulum pendidikan agama Islam. Jurnal Studi Islam Lintas Negara, 7(1), 158–166.

Taufiqurrahman. (2023). Analisis nilai-nilai pendidikan karakter dalam Kurikulum Merdeka di madrasah ibtidaiyah. AL-KAINAH: Journal of Islamic Studies, 2(2), 91–105. https://doi.org/10.69698/jis.v2i2.466

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education All means all. UNESCO. https://doi.org/10.54676/JJNK6989

Utomo, U., & Thaibah, H. (2021). The benefits of inclusive education programs on character development of regular students in elementary schools. JPPI (Jurnal Penelitian Pendidikan Indonesia), 7(2), 328–335. https://doi.org/10.29210/020211261

Wahuni, I. (2017). Membangun pluralisme siswa melalui pendidikan agama Islam di sekolah non-Muslim. Dar el-Ilmi: Jurnal Studi Keagamaan, Pendidikan dan Humaniora, 4(1), 56–73.

Yani, M., & Pebrina, R. (2025). Optimalisasi kompetensi religius siswa tunagrahita melalui pendekatan demonstrasi dan drill di SLB Insan Mulia Payakumbuh. SURAU: Journal of Islamic Education, 3(2), 138–148. https://doi.org/10.30983/surau.v3i2.10085

Zahra, J. R., Sari, R. S. P., Kaesyh, A. Z., Sahfitri, H., & Ilmi, D. (2026). Tantangan pendidikan Islam di era global: Strategi integratif menuju pendidikan yang adaptif dan transformatif. SURAU: Journal of Islamic Education, 4(1), 115–127. https://doi.org/10.30983/surau.v4i1.10709

Downloads

Published

2026-06-30

How to Cite

Rahma Alya, Nurul Azwa, & Puspika Sari, H. (2026). Penguatan Budaya Inklusif di Sekolah: Kajian Sistematis Kebijakan Kurikulum Merdeka dan Pendidikan Inklusif di Indonesia (2020–2026). SURAU : Journal of Islamic Education, 4(1), 128–141. https://doi.org/10.30983/surau.v4i1.10275

Issue

Vol. 4 No. 1 (2026): Juni 2026

Section

Articles

Citation Check

License

Copyright (c) 2026 Rahma Alya, Nurul Azwa, Herlini Puspika Sari

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 1 2 3 4 5 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.