Strengthening Student Character Formation through Inclusive Pedagogical Practices in Islamic Religious Education
Keywords:
Inclusive Pedagogy, Islamic Religious Education, Character Formation, Student Engagement, Educational StrategyAbstract
This study examines how inclusive pedagogical practices in Islamic Religious Education (IRE) strengthen student character formation. The article responds to the need for Islamic education that does not stop at doctrinal transmission, but deliberately integrates spiritual, ethical, social, and emotional dimensions into classroom learning. Inclusive pedagogy is positioned as a value-centered approach that accommodates learner diversity, builds empathetic interaction, and enables students to internalize Islamic values through meaningful participation.
Using a quantitative correlational design, this study involved 75 students selected purposively. Data were collected through a validated Likert-scale questionnaire and analyzed using descriptive statistics, reliability testing, and simple linear regression with SPSS version 26. The findings indicate that inclusive IRE teaching methods were rated positively by students, with a mean score of 4.26. Student character formation was also categorized as very good, with a mean score of 4.30. Regression analysis shows a significant positive influence of inclusive IRE learning methods on student character development, with R2 = 0.375, indicating that 37.5% of character formation can be explained by the pedagogical approach applied. These findings confirm that inclusive IRE practices strengthen responsibility, discipline, empathy, and social awareness in students while supporting the broader mission of Islamic education as character formation.
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