Identification of Supporting and Inhibiting Factors on Islamic Character Education in Inclusive Schools

DOI

10.2991/978-2-38476-142-5_19How to use a DOI?

Keywords

Inclusive education; Islamic character education; supporting factors; inhibiting factors

Abstract

The focus of this article discusses the inhibiting and supporting factors in character education in inclusive schools. Policy makers have actually made regulations in National Education System’s Law regarding the implementation of inclusive education, namely Regulation Number 70 of 2009. However, in practice, there are obstacles in the implementation of inclusion education in Indonesia, especially regarding character education, so it is necessary to describe supporting and inhibiting factors related to this issue. This article is a qualitative study and is described descriptively. The sources of this research are the school principal, teachers and students in inclusive schools. The results of the study based on interviews, observations and documentation conducted by the author show that there are supporting factors in character education in inclusive schools, namely teachers as role models, reinforcement by the school principals and teachers when there are special needs students who experience tantrums/meltdown, religious cocurricular activities, the process of adaptation and habituation of normal students in communicating and interacting with special need students, as well as the school climate that is perceived as comfortable by the principal, teachers and students. While the inhibiting factors are lack of synergy of parents in repeating Islamic character education programs at home, school activities and infrastructure that require a lot of financing, the teachers who are less experienced in handling special needs students, lack of periodic training for teachers in handling and compiling an inclusion curriculum, low quality standards for inclusive school management, and community perspectives that are still negative towards inclusion education. It can be concluded that Islamic character education must go through a process of intervention and habituation continuously, negated and carried out consciously by each element.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Fitri Meliani
AU  - Adang Hambali
AU  - Qiqi Yuliati Zaqiah
AU  - Mohammad Sulhan
PY  - 2023
DA  - 2023/11/17
TI  - Identification of Supporting and Inhibiting Factors on Islamic Character Education in Inclusive Schools
BT  - Proceedings of the International Conference on Social Science and Education (ICoeSSE 2023)
PB  - Atlantis Press
SP  - 190
EP  - 200
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-142-5_19
DO  - 10.2991/978-2-38476-142-5_19
ID  - Meliani2023
ER  -