Social Construction of Inclusive Education as Peace Practice in Islamic Schooling
DOI:
https://doi.org/10.59029/int.v4i2.72Keywords:
Inclusive Education, Peacebuilding, Sociology of Education , Islamic Schooling, Social Inclusion.Abstract
This study aims to explain how inclusive education practices at Cendekia Muda Universal Islamic School, Bandung, West Java, contribute to building a culture of peace through the social processes formed in the daily interactions of the school community. The analysis focuses on how Islamic-based values, relationships, and school programs shape inclusive social identities, particularly for students with special needs. This research employs a qualitative approach through participant observation, in-depth interviews with the principal, teachers, and students from Grades X–XII, as well as document analysis. The findings demonstrate that peace values are constructed through inclusive routines that normalize differences, foster peer support, and reduce social distance among students. Islamic religious programs such as Friday Reflections, akhlak mentoring, and cross-identity dialogue serve as key arenas for reconstructing stereotypes, strengthening empathy, and expanding social solidarity. In addition, collaboration among the principal, teachers, the inclusion coordinator, parents, and students creates a coherent and supportive educational ecosystem that nurtures open-minded, egalitarian, and cooperative student character. This study concludes that an inclusion model grounded in Islamic values holds transformative potential for cultivating sustainable peace within schools. As its original contribution, this research proposes the concept of “inclusivity as a peace practice” within Islamic schooling—an area still rarely explored in Indonesian sociology of education.
References
Ackah-Jnr, F. R., & Appiah, J. K. (2025). Teaching for Social Inclusion (TfSI). In Inclusion in Education: Perspectives from Ghana (pp. 163–180). Springer. https://doi.org/10.1007/978-3-032-05453-1_12
Arar, K., & Haj-Yehia, K. (2018). Perceptions of educational leadership in medieval Islamic thought: a contribution to multicultural contexts. Journal of Educational Administration and History, 50(2), 69–81. https://doi.org/10.1080/00220620.2017.1413341
Bakti, I. K., Kurniawan, R., Mudlofir, A., & Bahri, R. (2025). Integrating Islamic values in inclusive madrasa education: a unique approach for special needs students. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2555397
Berger, P. L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge (Issue 10). Penguin Uk.
Campbell, D. E. (2019). What Social Scientists Have Learned About Civic Education: A Review of the Literature. Peabody Journal of Education, 94(1), 32–47. https://doi.org/10.1080/0161956X.2019.1553601
Chung, Y.-C., Douglas, K. H., Walker, V. L., & Wells, R. L. (2019). Interactions of high school students with intellectual and developmental disabilities in inclusive classrooms. Intellectual and Developmental Disabilities, 57(4), 307–322. https://doi.org/10.1352/1934-9556-57.4.307
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
Donath, J. L., Lüke, T., Graf, E., Tran, U. S., & Götz, T. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review, 35(1), 30. https://doi.org/10.1007/s10648-023-09752-2
Fauzan, A. M. (2023). Kemenko PMK: Kini sudah 44 ribu sekolah inklusi di tahun 2023. Antara News. antaranews.com/berita/3758190/kemenko-pmk-kini-sudah-44-ribu-sekolah-inklusi-di-tahun-2023#:~:text=Penyelenggaraan sekolah inklusi setiap tahun mengalami peningkatan,di tahun 2022 naik menjadi 40.928 sekolah.
Fitri, A. Z. (2022). Inclusive Education Curriculum Management with Modification Humanistic Design. Journal of Social Studies Education Research, 13(3), 150–173. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139235299&partnerID=40&md5=85c319c5770ce1f35d829a0fd895ba04
Fitriyah, N. (2024). Influence Islamic Curriculum Family and School to Character Student with Soft Skills Moderation. GoodWill Journal of Economics, Management, and Accounting, 4(2), 258–278.
Geertz, C. (1973). The interpretation of cultures (Vol. 5019). Basic books.
Harris, I. M., & Morrison, M. L. (2012). Peace education. McFarland.
Hopkins, B. (2003). Just schools: A whole school approach to restorative justice. Jessica Kingsley Publishers.
Jose, J. P., & Shanuga, C. (2018). Inclusive Properties of School Interactional Milieu: Implications for Identity Construction and Social Exclusion. Contemporary Voice of Dalit, 10(1), 98–113. https://doi.org/10.1177/2455328X17745174
Katz, L., & Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21(1), 5–21. https://doi.org/10.1080/02568540609594575
Kementerian Pendidikan dan Kebudayaan. (2022). Panduan pendidikan inklusif tingkat SMA. Kementerian Pendidikan dan Kebudayaan.
Komisi Perlindungan Anak Indonesia (KPAI). (2025). Kasus Kekerasan di Sekolah Meningkat, KPAI Desak Reformasi Menyeluruh Sistem Pendidikan Aman Anak. Komisi Perlindungan Anak Indonesia (KPAI). https://www.kpai.go.id/publikasi/kasus-kekerasan-di-sekolah-meningkat-kpai-desak-reformasi-menyeluruh-sistem-pendidikan-aman-anak
Lederach, J. P. (1996). Preparing for peace: Conflict transformation across cultures. Syracuse University Press.
Lederach, J. P. (2010). Building peace: sustainable reconciliation in divided societies. United States Institute of Peace Press.
Maharani, N. L. G. P., & Widiana, I. W. (2024). Transformative Multicultural Educational Games: Enhancing Literacy and Critical Thinking Skills in Elementary Schools. Journal of Education Technology, 8(3), 543–551. https://doi.org/10.23887/jet.v8i3.90653
Mareta, M., Alimah, A., & Muhammad, M. (2024). INCLUSIVE EDUCATION AND JUSTICE FOR STUDENTS WITH SPECIAL NEEDS IN MADRASAS. Ulumuna, 28(2), 933–960. https://doi.org/10.20414/ujis.v28i2.862
Miles, M. B., & Huberman, A. M. (2013). Qualitative Data Analysis: An Expanded Sourcebook. Sage Publications, Inc.
Mironov, A. O., Ponimasov, O. E., Spiridonov, E. A., & Khutin, S. A. (2024). Developing managerial skills in students of management programs through physical education. Theory and Practice of Physical Culture, 12, 83–85.
Nurdin, A., Haris, A., Zainab, N., & Yahaya, M. Z. (2024). Developing the Islamic Religious Education Curriculum in Inclusive Schools or Madrasah and Its Implementation: A Systematic Literature Review. Jurnal Pendidikan Agama Islam, 21(1), 94–110. https://doi.org/10.14421/jpai.v21i1.6907
Pathak, S., Raja, R., Sharma, V., & Ambala, S. (2019). ICT utilization and improving student performance in higher education. International Journal of Recent Technology and Engineering, 8(2), 5120–5124.
Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
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
Quezada, R., & Romo, J. J. (2004). Multiculturalism, Peace Education and Social Justice in Teacher Education. Multicultural Education, 11(3), 2–11.
Sánchez-Martí, A., & Ramírez-Iñiguez, A. A. (2012). Inclusive education: An examination of school relationships and student interactions. Intercultural Education, 23(6), 491–500. https://doi.org/10.1080/14675986.2012.736751
Sekolah Islam Cendekia Muda. (2024a). Sekolah Islam Cendekia Muda. Sekolah Islam Cendekia Muda. https://cendekiamuda.sch.id/about/
Sekolah Islam Cendekia Muda. (2024b). Tentang Kami. Sekolah Islam Cendekia Muda. https://cendekiamuda.sch.id/about/
Setia, P., & Haq, M. Z. (2023). Countering Radicalism in Social Media by Campaigning for Religious Moderation. Focus, 4(1), 13–24.
Sintapertiwi, D., Ali, A. I., & Andika, M. (2023). Examining Effective Management and Leadership Strategies in Conflict Resolution: A Case Study of Conflict Management in Private Secondary Schools. Muslim Education Review, 2(1), 164–189. https://doi.org/10.56529/mer.v2i1.167
Suharjo, D., Ali, M. N., & Hasbullah, H. (2024). Strategy for Handling Conflict Resolution Through a Territorial Development Approach. International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL), 3(1), 185–198.
Supriyanto, S., Imron, A., Maisyaroh, M., Muslihati, M., Syarif, I., Puspitasari, F. F., & Sulaiman, A. (2025). Social Practices of Students with Disabilities in Inclusive School: A Bourdieusian Analysis of Habitus, Capital, and Field. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(4), 635–649. https://doi.org/10.31538/munaddhomah.v6i4.2055
Syarifah, D. H., Zuhri, M. S., & Poncowati, L. (2024). Peningkatan Hasil Belajar PPKn melalui Model Talking Stick berbantuan Media Papan Comprehension. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 4(1), 98–104.
Tah, J. K. (2025). Teachers understanding of inclusive education and challenges in implementation in the English education system in Cameroon. Policy Futures in Education, 23(6), 1051–1066. https://doi.org/10.1177/14782103251320812
Tempo.co. (2023). Jumlah Sekolah Inklusi Terus Bertambah, Pemerintah Siapkan Guru Pendamping Khusus. Tempo.Co. https://www.tempo.co/politik/jumlah-sekolah-inklusi-terus-bertambah-pemerintah-siapkan-guru-pendamping-khusus-135984#google_vignette
The Wahid Foundation. (2022). Laporan nasional eksklusivisme dan intoleransi pemuda Indonesia. The Wahid Foundation.
Tuttle, M., & Carter, E. W. (2022). Examining peer support arrangements for students with visual impairment. British Journal of Visual Impairment, 40(2), 222–239. https://doi.org/10.1177/0264619620972150
Usman, T. (2025). Exploring Islamic-Oriented Cooperative Learning through Faith-Driven Collaboration in among University Students in Islamic Education Courses. International Journal of Learning, Teaching and Educational Research, 24(9), 922–939. https://doi.org/10.26803/ijlter.24.9.44
Yusoff, N. H. (2024). Challenges and Tensions in Enacting Culturally Responsive Pedagogy – A Case Study in Teaching International Baccalaureate Diploma Visual Arts at an Islamic School in Australia. Journal of Research in International Education, 23(3), 270–282. https://doi.org/10.1177/14752409241302908
Zembylas, M. (2025). Building peace through lifelong learning: Past research and future agendas: M. Zembylas. International Review of Education, 1–17.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Iman Ahmad Gymnastiar, Annisaa Ambarnis
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
You are free to:
Share - copy, and redistribute the material in any medium or format.
Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
This license is acceptable for Free Cultural Works - https://creativecommons.org/licenses/by-sa/4.0/
