The concept of Rahmatan lil 'Alamin in inclusive islamic education in the perspective of teachers and learners
Abstract
The purpose of this study is to analyze the implementation of Rahmatan lil 'Alamin in inclusive education, the role of teachers, the experience of learners, the challenges of implementation, and to develop recommendations for Islamic education policy and practice. This research was conducted at MAN 1 Banyuwangi, Indonesia, because this school is one of the public madrasah aliyah that implements inclusive Islamic education and is based on Rahmatan lil 'Alamin values. This research uses a qualitative approach with a case study method. The informants in this study include the principal, quality assurance team, and educational teachers at MAN 1 Banyuwang. Data were collected through depth interview, participant observation, documentation, and audio analysis. The data obtained were analyzed using the Miles and Huberman interactive model, which involves three stages: data reduction, data presentation, and conclusion drawing/verification. Islamic education is not only oriented towards academic excellence, but must also instill the values of compassion, justice, and diversity as contained in the concept of Rahmatan lil 'Alamin. Islamic education must teach the values of tolerance and acceptance of differences and be oriented towards the five main principles of Maqashid Sharia, namely protecting religion (hifz al-din), soul (hifz al-nafs), intellect (hifz al-aql), offspring (hifz al-nasl), and property (hifz al-mal), so as to create an inclusive and fair learning environment.
References
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Haddade, H., Nur, A., Rasyid, M. N. A., & R., A. R. (2024). Quality assurance strategies of higher education in digital era: an Anthropology of education study in Islamic higher education institution. Quality Assurance in Education, 32(1), 46–63. https://doi.org/10.1108/QAE-05-2023-0084
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Karimullah, S. S. (2023). The Relevance of the Concept of Justice in Islamic Law to Contemporary Humanitarian Issues. Al-Ahkam: Jurnal Ilmu Syari’ah Dan Hukum, 8(1), 77–91. https://doi.org/10.22515/alahkam.v8i1.7654
Khan, Z. U. (2023). Role of Inter-Religious Harmony in Peaceful Society.
Khosiin, K., Tobroni, T., & Khozin, K. (2023). The Rahmatan Lil-’Alamin Paradigm as an Approach to Islamic Education in Muhammadiyah Institutions. Progresiva: Jurnal Pemikiran Dan Pendidikan Islam, 12(01), 133–146.
Kizilcec, R. F., & Lee, H. (2022). Algorithmic fairness in education. In The ethics of artificial intelligence in education (pp. 174–202). Routledge.
Lisyawati, E., Setyaningrum, N., & Sumarni. (2022). A Model of Inclusive Education Curriculum in Islamic Education Institutions: A Case Study in Banten Province, Indonesia. Jurnal Pendidikan Agama Islam, 19(2), 193–206. https://doi.org/10.14421/jpai.2022.192-02
Longobardi, C., Settanni, M., Lin, S., & Fabris, M. A. (2021). Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school. British Journal of Educational Psychology, 91(2), 547–562.
Mahmood, A., Huang, X., & Rehman, N. (2025). The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools. Quality Education for All, 2(1), 35–54. https://doi.org/10.1108/QEA-06-2024-0054
Mariyono, D. (2024a). Indonesian mosaic: the essential need for multicultural education. Quality Education for All, 1(1), 301–325. https://doi.org/10.1108/QEA-05-2024-0042
Mariyono, D. (2024b). Multicultural values: meeting point of two forces in developing Islamic education. Quality Education for All, 1(1), 46–69. https://doi.org/10.1108/QEA-02-2024-0018
Mawadda, M., Supriadi, U., Anwar, S., & Abbas, H. M. (2023). Tolerance learning in islamic religious and character education textbooks. Analisa: Journal of Social Science and Religion, 8(1), 51–66.
Minarti, S., & Ahmad Manshur, A. F. (2021). Local Wisdom Pesantren as Core Value: The Of Islamic Education Rahmatan Lil’alamin; In Keeping World Peace. Rigeo, 11(7).
Mizani, Z. M. (2022). Inclusive-Pluralistic Islamic Religious Education Model As an Alternative To Investing the Values of Religious Moderation. Muslim Heritage, 7(2), 487–504. https://doi.org/10.21154/muslimheritage.v7i2.5018
Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 661427.
Munawwarah, R., & Darlis, A. (2025). The implementation of prophetic education in shaping students’ Islamic character: A phenomenological study at MAS Plus Al-Ulum. Asatiza: Jurnal Pendidikan, 6(1), 77–87.
Mutholingah, S. (2022). Islamic Education Institution Based on Islam Rahmatan Lil Alamin: The Contribution of Kh. A. Hasyim Muzadi in Realizing Religion Peace and Harmony. Proceedings of Annual Conference for Muslim Scholars, 6(1), 111–120.
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Authors
Imamah, I., Rofiq, A., & Nawafil, M. L. (2025). The concept of Rahmatan lil ’Alamin in inclusive islamic education in the perspective of teachers and learners. Al-Fikru: Jurnal Pendidikan Dan Sains, 6(1), 33–43. https://doi.org/10.55210/al-fikru.v6i1.2035
Copyright (c) 2025 Istianatul Imamah, Ainur Rofiq, Muhammad Louis Nawafil
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