Mapping the Landscape of Inclusive Education in Islamic Educational Contexts

Zalik Nuryana; Rifky Dora  Wijayati; Che Zarrina  Sa’ari; Hamed A.  Ead; Shazia  Malik

doi:10.26555/almisbah.v12i1.7988

Authors

Zalik Nuryana Department of Islamic Education, Universitas Ahmad Dahlan http://orcid.org/0000-0001-8701-0487
Rifky Dora Wijayati Department of English Education, Universitas Ahmad Dahlan, Indonesia
Che Zarrina Sa’ari Department of Aqidah and Islamic Thought, Universiti Malaya, Malaysia
Hamed A. Ead Faculty of Science, Cairo University, Egypt
Shazia Malik Institute of Education and Research, University of the Punjab, Lahore, Pakistan

DOI:

https://doi.org/10.26555/almisbah.v12i1.7988

Keywords:

Inclusive Education, Islamic Education, Mapping the Landscape, Bibliometric

Abstract

In Islam, the concept of inclusive education is an important and timely topic that addresses the need for equitable and inclusive education for all individuals, regardless of ability, gender, social status, or background. This study aims to explore the research landscape on Inclusive Education in Islamic Educational Contexts with bibliometric methods. Data was collected with the Publish or Perish (PoP) application from a crossref database and then analyzed with the VosViewer application involving 200 databases. The surprising finding in this study is the absence of connection strength in this analysis may imply that the authors did not collaborate or connect in the dataset. In this study, authors have not connected, thus researchers in this field should build scientific links between authors and research issues. The study also shows that the clusters demonstrate how numerous factors, including national, religious, societal, and educational aspects, affect inclusive education in these locations. The clusters show that inclusive education in Islamic educational contexts is influenced by practical, policy, stakeholder, theoretical, and philosophical aspects, such as Islamic values, beliefs, and teachings and the requirements of learners with disabilities. The study emphasizes the need for equitable and inclusive education for all individuals, aligning with the principles and teachings of Islam that promote equality, dignity, and social justice. It sheds light on the contemporary relevance of inclusive education in Islamic educational settings and raises awareness of the significance of addressing the diverse needs of learners, including those with disabilities.

Author Biography

Zalik Nuryana, Department of Islamic Education, Universitas Ahmad Dahlan

Scopus ID: 57212464927
Web of Science Researcher ID: AAJ-1136-2020
Google Scholar available at: Zalik Nuryana
ORCID ID: 0000-0001-8701-0487

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