Abstract
Inclusive education has become a global priority, necessitating that teacher education institutions equip prospective educators with the knowledge, skills, and attitudes required to meet the diverse needs of learners. In Indonesia, the PGMI (Pendidikan Guru Madrasah Ibtidaiyah) program plays a strategic role in shaping inclusive classroom practices in Madrasah Ibtidaiyah. However, empirical studies exploring how PGMI students are prepared for inclusive classrooms are limited. This study aims to explore the experiences, perceptions, and pedagogical readiness of PGMI students in preparing inclusive learning environments.
Using a qualitative research design, this study utilized in-depth interviews, classroom observations, and document analysis involving PGMI students and lecturers at an Islamic higher education institution. Data were analyzed thematically to identify key patterns related to inclusive pedagogy, teaching strategies, and professional attitudes toward learners with diverse abilities.
The findings indicate that PGMI students demonstrate greater awareness of inclusive education principles, particularly those related to differentiated and collaborative learning, as well as values-based teaching rooted in Islamic perspectives. However, challenges remain, including limited practical exposure to inclusive classrooms, inadequate integration of inclusive education content across courses, and a gap between theoretical understanding and teaching practice. Participants emphasized the need for experiential learning, reflective teaching practices, and stronger collaboration between universities and inclusive madrasahs.
This study contributes to the discourse on innovative teacher education by offering insights into the development of inclusive competencies in PGMI programs. The findings suggest that strengthening inclusive pedagogy in PGMI requires a redesign of the curriculum, practice-oriented learning, and an institutional commitment to inclusive values. These implications are relevant for policymakers, teacher educators, and researchers seeking to shape the future of inclusive learning in madrasah-based education systems.