Implementation of Humanistic and Inclusive Education Learning in Senior High Schools ( Analysis of Islamic Education Teacher Practices at SMAN 3 Tumijajar)

Abstract

This research explores the implementation of Islamic Religious Education, using a humanistic-inclusive approach at SMAN 3 Tumijajar. The study highlights four main aspects: lesson planning, classroom execution, challenges encountered, and the strategies employed by islamic education teachers in addressing these obstacles. A qualitative methodology with a Practice Analysis design was adopted. Data collection techniques included interviews, classroom observations, and document reviews, while data analysis followed Miles & Huberman’s framework consisting of data reduction, data presentation, and conclusion drawing. The results indicate that islamic education teachers designed instructional plans grounded in humanistic-inclusive values, emphasizing respect for diversity among students. The learning activities were organized through discussions, cooperative learning, and participatory methods. Key challenges were identified, such as limited teaching time, heterogeneous student backgrounds, and a lack of comprehensive understanding of inclusive education principles. To overcome these issues, teachers applied innovations involving the integration of digital media, fostering a positive classroom culture, and reinforcing the values of religious moderation. In conclusion, the implementation of humanistic and inclusive PAI learning plays an essential role in nurturing students’ tolerance while strengthening their religious identity.