Inklusi Fisik dan Individualisasi Pembelajaran PAI: Studi Multisitus pada Lima Sekolah Dasar Inklusif di Banda Aceh

Abstract

This study examines the individualization of Islamic Religious Education (Pendidikan Agama Islam [PAI]) in five inclusive public primary schools in Banda Aceh, Indonesia. It focuses on the relationships between classroom placement, instructional adaptations, written planning, and institutional support. A qualitative multisite field design was employed, with data collected in November-December 2021 through semi-structured interviews, non-participant observations, and document analysis. Data were analyzed within and across schools. Regular classrooms were the primary learning setting in all five schools, while two schools also provided situational support outside the classroom. Teachers adapted instruction by selecting materials according to students’ abilities, providing additional guidance, adjusting learning media, extending assessment time, and reducing the number of test items. One school used written individualized planning that specified learning activities, selected indicators, methods, and teaching aids. Assessment adaptations primarily involved assistance, time, and task load, while teachers reported using questions of the same difficulty level. The findings show variation in how instructional adaptations were practiced and documented. The study contributes a comparative account of the relationships between classroom access, instructional responsiveness, and written planning in inclusive Islamic Religious Education. Its practical implications concern aligning learning materials, individual targets, support, and assessment through collaboration among teachers, school leaders, assistants, and families.