The Curriculum of Inclusion Education at Madrasah Educational Institutions in Indonesia


  • A.M. Wibowo, Fakhruddin, Joko Sutarto, Titi Prihatin


Benchmarking, Curriculum, Education, Evaluation, Inclusion, Madrasah


The purpose of the article is to discussed the reality of developing the curriculum of inclusive education at madrasah as formal educational institutions in Indonesia. Since 2016, madrasah have administrated inclusive education programs, which was through the regulation of the Decree of the Directorate of Islamic Education No. 3211 in 2016. After 5 years of the program, the article intended to evaluate the development and implementation of inclusive education curricula in madrasah, which included the participation of educational components in content standards, process standards, and assessment standards. The benchmarking method was used in the research. And, it was found out that, the inclusive education curriculum in inclusive madrasah as educational institutions was developed by inviting the participation of the MI Principal, teachers, madrasah committees, madrasah supervisors, and foundations, but the role of counselors and assessors have not been involved on inclusive education. The curriculum was structured in two models, namely the regular curriculum model and the individual learning model for students with special needs. The teachers have also been participated and implemented the content standards, process standards, and assessment activities of inclusive education in madrasah.