From Rahmatan Lil ‘Alamin to inclusive Practice: Assessing RA Teachers’ Pedagogical Competence Needs
DOI:
https://doi.org/10.70062/incoils.v5i1.450Keywords:
Rahmatan lil 'alamin, Inclusive Islamic pedagogic, Early childhood, Islamic education, Teacher's competenceAbstract
Inclusive Islamic pedagogiy rooted in Rahmatan lil ‘Alamin remains an essentials yet under developed practice in early childhood education. Many RA (Raudhatul Athfal) teachers hold strong theological beliefs, but they often face difficulties translating inclusive values into classroom practice. This academic concern underlies the present study, which aims to analyze the pedagogical competence needs of RA teachers to strengthen the implementation of Rahmatan lil ‘Alamin values in inclusive learning. The study is grounded in the integrative thoughts of al-Ghazali, Abdullah Nasih Ulwan, Hasyim Asy‘ari, and Ahmad Dahlan, whose ideas emphasize compassion, moral discipline, moderation, and transformative education. A survey design with a quantitative approach was employed, involving 697 RA teachers in Sukoharjo Regency who voluntarily participated after attending a socialization and introductory session on Inclusive Islamic Pedagogy organized in collaboration with IGRA. Data were collected using a validated and reliable need assessment instrument. Results indicate high inclusive Islamic belief (LPI = 4.47) and pedagogical competence (KPI = 4.01), while tolerance (TDT = 3.29) and adaptation to Generation Alpha (TGA = 3.33) remain moderate. Inclusive Islamic belief (LPI) emerged as the main predictor of competence development needs (β = 0.602). The findings confirm the urgency of developing a structured model of inclusive Islamic pedagogy to build a culture of peace and tolerance.References
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