Enhancing Student Engagement through Inclusive Islamic Education

Abstrak

This study explores how inclusive Islamic education enhances student engagement in Islamic Religious Education (IRE) learning at SMPN 2 Bangkala. The revised focus responds to the need for religious classrooms that are not only cognitively meaningful, but also emotionally safe, socially participatory, and spiritually relevant for students with diverse learning readiness, socio-cultural backgrounds, interests, and abilities. Using a qualitative descriptive approach, data were gathered through interviews, classroom observations, and document analysis involving IRE teachers, students, and school administrators. The findings show that inclusive Islamic education at SMPN 2 Bangkala was enacted through differentiated instruction, contextual and culturally responsive learning, student voice, collaborative activities, character-based learning, and the use of varied media. These practices helped students participate more actively, express ideas confidently, connect Islamic values with everyday experiences, and develop moral awareness. The study also found that inclusive engagement was supported by teacher commitment, school culture, and religious habituation, while challenges included unequal student readiness, limited infrastructure, time constraints, and the need for more consistent teacher-parent collaboration. This article argues that inclusive Islamic education can strengthen student engagement when teachers deliberately combine pedagogical flexibility, Islamic values, empathy, and contextual relevance. The study contributes practical insights for Islamic education teachers seeking to build classrooms where every student is recognized, supported, and encouraged to learn meaningfully.