PONDASI TEOLOGIS KURIKULUM PAI INKLUSIF: ANALISIS PRINSIP KEBERAGAMAN UMMATAN WĀHIDATAN (Q.S. AL-HUJURĀT: 13) DALAM DESAIN PEMBELAJARAN YANG MENGAYOMI DISABILITAS

Abstrak

Kajian mengenai pendidikan inklusif dalam konteks keagamaan menjadi perhatian penting dalam pengembangan kurikulum modern yang berkeadilan. Pendidikan Agama Islam (PAI) secara khusus dituntut mampu merespons keberagaman kemampuan peserta didik, termasuk mereka yang memiliki kebutuhan khusus, agar proses pembelajaran mencerminkan nilai-nilai dasar Islam yang humanis, setara, dan universal. Penelitian ini bertujuan menganalisis fondasi teologis Kurikulum Pendidikan Agama Islam (PAI) Inklusif, dengan fokus pada Q.S. Al-Hujurāt: 13, serta mentransformasikannya menjadi desain pembelajaran yang mengayomi disabilitas. Literatur akademik sering terfokus hanya pada aspek teknis, mengabaikan pondasi teologis fundamental yang mendasari kesetaraan hak pendidikan bagi semua. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kepustakaan. Data dianalisis melalui tafsir tematik Q.S. 49:13 dan integrasi teori kurikulum berdiferensiasi. Hasil penelitian menunjukkan bahwa Ayat 13 menegaskan Taqwa (ketakwaan) sebagai tolok ukur kemuliaan manusia (Inna akramakum ‘indallāhi atqākum) , bukan kemampuan fisik atau kognitif. 1 Prinsip ini memberikan justifikasi teologis untuk menerapkan pembelajaran berdiferensiasi secara radikal.2 Desain pembelajaran PAI Inklusif harus memprioritaskan ranah afektif/psikomotorik (Akhlak dan Bina Diri) dalam evaluasi. 3, sejalan dengan prinsip Lita'ārafū (saling mengenal). Desain ini diwujudkan melalui diferensiasi Konten, Proses, dan Asesmen untuk menjamin Karāmah Insāniyyah (martabat kemanusiaan) bagi Anak Berkebutuhan Khusus (ABK).

The study of inclusive education in a religious context is an important concern in the development of a modern, equitable curriculum. Islamic Religious Education (PAI) is specifically required to be able to respond to diversity. The study of inclusive education in a religious context is an important concern in the development of a modern, equitable curriculum. Islamic Religious Education (PAI) is specifically required to be able to respond to the diversity of student abilities, including those with special needs, so that the learning process reflects the basic values of Islam that are humanistic, equal, and universal.This study analyzes the theological foundation of the Inclusive Islamic Religious Education (PAI) Curriculum, focusing on Q.S. Al-Hujurāt :13, and its transformation into disability-friendly learning designs. Academic literature often focuses solely on technical implementation, overlooking the fundamental theological foundation that guarantees equal educational rights for all. Employing a descriptive qualitative method with a literature study approach, the data is analyzed through the thematic interpretation of Q.S. 49:13 and the integration of differentiated curriculum theory. The finding reveals that Verse 13 affirms Taqwa (righteousness) as the sole measure of human nobility (Inna akramakum ‘indallāhi atqākum) , independent of physical or cognitive abilities. 1 This principle provides the theological justification for radically implementing differentiated instruction. 2 Consequently, the Inclusive PAI learning design must prioritize the affective/psychomotor domains (Akhlak and Bina Diri practical self-development) in assessment , aligned with the principle of Lita'ārafū (mutual recognition). 3 This design is realized through Content, Process, and Assessment differentiation to ensure Karāmah Insāniyyah (human dignity) for Students with Special Needs (ABK).