The Impact of Teacher Competence on Inclusive Education: Moderating Role of Islamic Religious Education Understanding
DOI:
https://doi.org/10.31958/jt.v28i1.15183Keywords:
Teacher Competence, Inclusive Education, Islamic Religious EducationAbstract
Inclusive education ensures that children with special needs can fully participate in the learning process alongside their peers, thereby promoting educational equity and the fulfillment of their rights. This study investigates the impact of teacher competence on the implementation of inclusive education, with a specific emphasis on the moderating role of teachersÔÇÖ understanding of Islamic Religious Education. Employing a mixed-methods approach, the study integrates quantitative and qualitative strategies to obtain robust and comprehensive insights. Data were collected through the distribution of structured questionnaires, in-depth interviews, and direct field observations. The analysis was conducted using SPSS to ensure statistical rigor and precision. The results reveal that teacher competence significantly enhances the effectiveness of inclusive education practices. Furthermore, teachersÔÇÖ understanding of Islamic Religious Education positively moderates the relationship between teacher competence and inclusive education outcomes, thereby amplifying the role of teacher competence in fostering successful inclusive learning environments. These findings underscore the importance of integrating both professional competence and religious pedagogical understanding in advancing inclusive educational frameworks.
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Komariah, N., & Nihayah, I. (2023). Improving The Personality Character of Students Through Learning Islamic Religious Education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77. https://doi.org/10.59373/attadzkir.v2i1.15
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Putra, P. H., Herningrum, I., & Alfian, M. (2021). Pendidikan Islam untuk Anak Berkebutuhan Khusus (Kajian tentang Konsep, Tanggung Jawab dan Strategi Implementasinya). Fitrah: Journal of Islamic Education, 2(1), 80–95. https://doi.org/10.53802/fitrah.v2i1.55
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Salum, R. N., Khadijah, K., & Liza Nasution, N. (2024). Optimization of Early Childhood Social Emotional Development Through Exercise Methods and Learning Videos. Journal of Islamic Education Students (JIES), 4(1), 163. https://doi.org/10.31958/jies.v4i1.12281
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2025-06-10
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Fatimah Warosari, Y., Nurhayati, N., Mahanis, J., & Alia, N. (2025). The Impact of Teacher Competence on Inclusive Education: Moderating Role of Islamic Religious Education Understanding. Ta’dib, 28(1), 121–136. https://doi.org/10.31958/jt.v28i1.15183
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