Strategi Pendidikan Nilai Untuk Membentuk Karakter Religius Peserta Didik Berkebutuhan Khusus di Madrasah Inklusif: Tinjauan Literatur Integratif

Eviyati Hasanah; Mukh. Nursikin

doi:10.59698/nasir.v4i1.611

Authors

Eviyati Hasanah Universitas Islam Negeri Salatiga, Indonesia
Mukh. Nursikin Universitas Islam Negeri Salatiga, Indonesia

DOI:

https://doi.org/10.59698/nasir.v4i1.611

Keywords:

asesmen autentik, karakter religius, madrasah inklusif, pendidikan nilai, peserta didik berkebutuhan khusus

Abstract

Pendidikan nilai di madrasah inklusif menghadapi persoalan ganda: memastikan seluruh peserta didik memperoleh hak untuk berpartisipasi dalam pendidikan agama sekaligus menghindari penyeragaman praktik religius yang mengabaikan kebutuhan komunikasi, sensorik, kognitif, fisik, dan sosial peserta didik berkebutuhan khusus (PDBK). Artikel ini bertujuan menyintesis strategi pendidikan nilai yang relevan untuk membentuk karakter religius PDBK dan merumuskan kerangka implementasi yang operasional bagi madrasah inklusif. Penelitian menggunakan tinjauan literatur integratif terhadap 45 artikel ilmiah berbahasa Indonesia dan Inggris yang dapat diakses melalui DOI atau laman jurnal. Literatur ditelusuri melalui Google Scholar, GARUDA, DOAJ, ERIC, dan portal penerbit dengan kata kunci yang menggabungkan pendidikan nilai, karakter religius, pendidikan agama Islam, disabilitas, kebutuhan pendidikan khusus, madrasah, dan pendidikan inklusif. Data dianalisis melalui pengodean tematik, perbandingan antartemuan, dan sintesis konseptual. Hasil kajian menunjukkan bahwa pendidikan nilai yang efektif tidak cukup mengandalkan pembiasaan ritual. Strategi perlu mengintegrasikan tujuan perkembangan individual, pembelajaran multimodal, keteladanan relasional, pembiasaan yang disertai pemaknaan, akomodasi yang layak, dukungan teman sebaya, kolaborasi madrasah–keluarga–profesional, dan asesmen autentik berbasis perkembangan. Artikel ini menawarkan Kerangka NILAI-Inklusif yang terdiri atas Nilai inti dan tujuan individual; Instruksi inklusif dan multimodal; Lingkungan religius yang aman dan relasional; Akomodasi, adaptasi, serta asesmen autentik; dan Interkoneksi pemangku kepentingan. Kerangka tersebut menempatkan martabat, partisipasi, aksesibilitas, dan kebermaknaan sebagai ukuran utama keberhasilan pembentukan karakter religius PDBK.

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