INCLUSIVE TARBIYAH STRATEGY: A GENDER-RESPONSIVE AND DISABILITY-FRIENDLY APPROACH TO ISLAMIC RELIGIOUS EDUCATION IN CREATING A JUST CLASSROOM

Abstract

Islamic Religious Education (PAI) has the potential to reproduce injustice through gender bias in teaching materials and inaccessibility for students with disabilities in learning methodologies. This library research aims to formulate an Inclusive Tarbiyah strategy as an integral approach to realizing equitable PAI classes. The research results revealed four main strategic pillars. First, gender responsiveness requires reconstructing content with inclusive hermeneutics, the use of neutral language, and a dialogical methodology to deconstruct stereotypes. Second, disability-friendliness is achieved through the integration of Universal Design for Learning (UDL) principles, which ensure accessibility of materials, flexibility in expressing understanding, and the full engagement of all learners. Third, equity in the classroom is built through collaborative and participatory social dynamics that erode prejudice. Fourth, all of these strategies are based on the competencies of Islamic Education teachers, which include mastery of inclusive pedagogy, theological reflection, and affirmative attitudes. It is concluded that Inclusive Tarbiyah is a theological and pedagogical imperative to align Islamic Education practices with the values of justice ('adl) and universal mercy of Islam (rahmatan lil 'alamin). Its implementation requires curriculum revision, development of inclusive teaching materials, and teacher capacity building programs supported by systemic policies at the school and government levels.