Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung
Abstract
Abstract
Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools.
Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration
References
Abdillah, H. T., Firdaus, E., Syafe’i, M., Budiyanti, N., & Tantowi, Y. A. (2025). Religious Character-Based Inclusive Education in General Course for Difabel Students At University. Jurnal Pendidikan Islam, 11(1), 189–203. https://doi.org/10.15575/jpi.v11i1.44011
Alsudairy, N. A. (2024). Effects of a Training Program to Improve Co-Teaching and Collaboration Skills for In-Service Teachers of Special and General Education. SAGE Open, 14(4). https://doi.org/10.1177/21582440241288076
Bakti, I. K., Kurniawan, R., Mukhlishah, Mudlofir, A., Kusaeri, & 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
Bastiana, & Syamsuddin. (2025). Educational Collaboration: Different Perspectives About Regular and Special Teachers in Inclusive School. Humanities and Social Sciences Letters, 13(1), 365–378. https://doi.org/10.18488/73.v13i1.4110
Beamish, W., Hay, S., & Yuen, M. (2024). Moving Inclusion Forward for Students with Special Educational Needs in the Asia-Pacific Region. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1327516
Brendle, J., Lock, R., & Piazza, K. (2017). A Study of Co-Teaching Identifying Effective Implementation Strategies. International Journal of Special Education, 32(3), 538–550.
Budiyanti, N., Komariah, K. S., Hermawan, W., Jenuri, & Hyangsewu, P. (2024). Impact of the Ulû Al-Ilm Model on Six Domains of Student Learning Outcomes in Islamic Religious Education. Jurnal Pendidikan Islam, 10(1), 113–124. https://doi.org/10.15575/jpi.v10i1.33225
Cai, H., Han, B., Sun, J., Li, X., & Wong, L. H. (2025). Harnessing AI for Teacher Education to Promote Inclusive Education: Investigating the Effects of ChatGPT-Supported Lesson Plan Critiques on the Development of Pre-Service Teachers’ Lesson Planning Skills. Internet and Higher Education, 67. https://doi.org/10.1016/j.iheduc.2025.101022
Fauzi, A., & Inayati, N. L. (2023). Implementasi Evaluasi Pembelajaran Pendidikan Al Islam di Sekolah Menengah Atas Muhammadiyah. Munaddhomah, 4(2), 272–283. https://doi.org/10.31538/munaddhomah.v4i2.438
Fitriyah, I., Gozali, I., Widiati, U., El Khoiri, N., & Singh, A. K. J. (2023). EFL Writing Teachers’ Practices and Values of Assessment for and as Learning in a Constrained Context. Call-Ej, 24(2), 104–128.
Grosche, M., & Opitz, E. M. (2023). Teacher Collaboration for Inclusive Education and Co-Teaching: A Necessary Condition, Too Simplistic, or Overrated? Unterrichtswissenschaft, 51(2), 245–263. https://doi.org/10.1007/s42010-023-00172-3
Hackett, J., Kruzich, J., Goulter, A., & Battista, M. (2021). Tearing Down the Invisible Walls: Designing, Implementing, and Theorizing Psychologically Safer Co-Teaching for Inclusion. Journal of Educational Change, 22(1), 103–130. https://doi.org/10.1007/s10833-020-09401-3
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms. Exceptional Children, 69(3), 315–332. https://doi.org/10.1177/001440290306900304
Hunter, W., Jasper, A. D., & Williamson, R. L. (2014). Utilizing Middle School Common Planning Time to Support Inclusive Environments. Intervention in School and Clinic, 50(2), 114–120. https://doi.org/10.1177/1053451214536045
Janney, R. E., & Snell, M. E. (2021). Modifying Schoolwork in Inclusive Classrooms. Theory into Practice, 215–223. https://doi.org/10.4324/9780203764121-3
Keough, P. D., & Pacis, D. (2016). Best Practices Implementing Special Education Curriculum and Common Core State Standards Using UDL. In Preparing Pre-Service Teachers for the Inclusive Classroom (pp. 107–123). https://doi.org/10.4018/978-1-5225-1753-5.ch006
Kim, S., Lee, H., & Connerton, T. P. (2020). How Psychological Safety Affects Team Performance: Mediating Role of Efficacy and Learning Behavior. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01581
Kluge, J., Korman, B. A., Schledjewski, J., & Grosche, M. (2025). Measuring Co-Constructive Collaboration between General and Special Education Teachers in Inclusive Schools: Development and Validation of Two Short Questionnaires. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1535727
Lago, J. R., Sanahuja, A., Amenabar, N., & Soldevila, J. (2025). Teacher Collaboration to Promote Inclusive Practices with Cooperative Learning. Professional Development in Education. https://doi.org/10.1080/19415257.2025.2547388
Licwinko, K. N. (2024). Technology Integration Among Special Education Certified Co-Teachers in the Inclusion Classroom. Journal of Special Education Technology, 39(3), 363–377. https://doi.org/10.1177/01626434241227170
Mariyam, A. S., & Kurniawati, F. (2022). The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia. International Journal of Special Education, 37(2), 22–32. https://doi.org/10.52291/ijse.2022.37.37
Mathias, B. A. (2015). Inclusive education for the disabled: A study of blind students in Nnami Azikiwe University, Awka, Nigeria. Disability Studies: Educating for Inclusion, 105–116.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.
Mu’min, S. A., Yulita, N., Assingkily, M. S., Rasmi, & Gazali, M. (2025). Inclusive Education Policy for Children with Special Needs: A Review of Stakeholders’ Perceptions in Southeast Sulawesi. El-Usrah, 8(1), 643–659. https://doi.org/10.22373/vyeks721
Mullen, C. A., & Fleming, J. L. (2025). Pedagogical Strategies in the Cotaught K–12 Inclusive Setting: Role Responsibility for Teacher Partners and Leaders. Teacher Development, 29(1), 1–24. https://doi.org/10.1080/13664530.2024.2357769
Nurdin, A., Hendra, Khozin, 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
Opitz, E. M., Merki, K. M., Pfaffhauser, R., Stöckli, M., & Garrote, A. (2021). How Pupils Perceive Teaching Quality in Inclusive Classrooms: The Impact of Different Co-Teaching Arrangements. Unterrichtswissenschaft, 49(3), 443–466. https://doi.org/10.1007/s42010-021-00103-0
Pat, R., & Noonan, B. (2019). Student Assessment Practices in Inclusive Settings. In Leadership for Inclusion (pp. 103–115). https://doi.org/10.1163/9789460911378_011
Rangkuti, N., Ihrom, S. M., Setyarini, S., & Rakhmafithry, D. (2025). Inclusive EFL Practices for Visually Impaired Learners through Recount Text Innovations. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2552931
Ratanasiripong, P., Ratanasiripong, N. T., Nungdanjark, W., Thongthammarat, Y., & Toyama, S. (2022). Mental Health and Burnout among Teachers in Thailand. Journal of Health Research, 36(3), 404–416. https://doi.org/10.1108/JHR-05-2020-0181
Rusconi, L., & Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050466
Serceki, A. A., & Curwen, M. S. (2024). How Do We Do It? Planning for a Truly Inclusive Classroom. Reading Teacher, 77(4), 568–572. https://doi.org/10.1002/trtr.2262
Shabir, I., Parveen, A., Jabeen, S., & Jan, U. (2025). Empowerment of students with disabilities in education. Enablers, Barriers, and Challenges for Inclusive Curriculum, 45–76. https://doi.org/10.4018/979-8-3373-1000-8.ch003
Shaleh, M., Tobroni, Mundir, & Umiarso. (2024). Development of a Holistic-integrative Islamic Religious Education Curriculum in an Integrated Islamic School. Eurasian Journal of Educational Research, 2024(113), 227–241. https://doi.org/10.14689/ejer.2024.113.13
Sujarwanto, Saroinsong, W. P., Boonroungrut, C., & Purwoko, B. (2024). Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand. European Journal of Educational Research, 13(3), 1215–1226. https://doi.org/10.12973/eu-jer.13.3.1215
Susar, A., Arifin, I., Imron, A., & Mustiningsih, M. (2023). Impact of Principal Leadership on Private Teacher Burnout in Indonesia. Eurasian Journal of Educational Research, 2023(105), 37–51. https://doi.org/10.14689/ejer.2023.105.003
Wijarwadi, W., Nguyen, H. T. M., & Alonzo, D. (2025). Teacher Collaboration: Conceptualisation and Practice. Professional Development in Education. https://doi.org/10.1080/19415257.2025.2504693
Xi, C., & Low, H. M. (2025). A Study of the Roles of Resource Teachers for Inclusive Education in China: A Textual Analysis of Chinese Inclusive Education Policies. Asia Pacific Journal of Educators and Education, 40(1), 115–142. https://doi.org/10.21315/apjee2025.40.1.7
Xie, Z., Deng, M., & Zhu, Z. (2024). From Regular Education Teachers to Special Educators: The Role Transformation of Resource Room Teachers in Chinese Inclusive Education Schools. International Journal of Inclusive Education, 28(6), 857–874. https://doi.org/10.1080/13603116.2021.1968516
Zamkowska, A., Pilgrim, M., & Hornby, G. (2025). Co-Teaching: Review and Guidelines for Practice. Preventing School Failure, 69(2), 111–117. https://doi.org/10.1080/1045988X.2024.2404404
Zhang, L., Jackson, H. A., Yang, S., Basham, J. D., Williams, C. H., & Carter, R. A. (2022). Codesigning Learning Environments Guided by the Framework of Universal Design for Learning: A Case Study. Learning Environments Research, 25(2), 379–397. https://doi.org/10.1007/s10984-021-09364-z
