Adaptive Strategies of Inclusive Education: A Comparative Study of Pesantren-Based and Non-Pesantren-Based Madrasah

Abstract

This study aims to comparatively examines the implementation of inclusive learning in Islamic boarding schools and formal non-pesantren madrasas in Indonesia. Using qualitative descriptive desk research methods with comparative-contrast analysis, the study reviewed regulatory documents and scholarly literature. Findings indicate that Islamic boarding schools promote an affective approach through personal guidance, communal dormitory living, and internalization of the values ​​of compassion and tolerance, although they remain vulnerable to social stigma. In contrast, non-pesantren madrasahs implement a structured system including Individual Education Programs, diagnostic assessments, co-teaching, and assistive technology but are limited to formal school hours. The comparative analysis reveals fundamental differences in institutional history, curriculum coverage, and leadership. This synthesis proposes three development pathways: strengthening the adaptive model of Islamic boarding schools, enhancing the adaptive model of formal madrasahs, and creating an integrative hybrid model that combines the strengths of Islamic boarding school culture with formal administrative governance, utilizing the Merdeka Curriculum as a bridge. These findings provide theoretical contributions to the sociology of Islamic education and provide contextual and practical policy recommendations for policymakers to design adaptive and targeted inclusive programs.