Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school?  This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.

Due to the post-pandemic, madrasahs need effective literacy strategies to cope with the challenges posed by the situation. While some madrasahs may have implemented these strategies, they may be constrained by common issues. This study aims to analyze blended literacy activities to improve the literacy program at Integrated Madrasah Tsanawiyah after the Covid-19 pandemic. This research used a qualitative approach with a case study type. Data were collected through observation, interviews, and documentation. The data was analyzed by organizing, reducing, and interpreting data. Based on the study results, it is evident that the blended literacy strategy used at Integrated Madrasah Tsanawiyah combines offline activities (print-based and face-to-face) and online activities (technology and internet-based) in student literacy activities, both within and outside the madrasah to improve the quality of madrasah literacy. This study can provide a framework for other madrasahs or educational institutions to develop their blended activities literacy programs, particularly during times of crisis when traditional teaching methods may not be feasible.

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Taman edukasi yang ideal sangat diperlukan, meskipun saat ini jumlahnya masih jauh dari yang diharapkan. Taman edukasi adalah sebuah taman bunga dan pepohonan yang mengandung nilai edukasi (pendidikan). Fitur atau wahana yang dibangun pada taman edukasi perlu disesuaikan dengan tingkat perkembangan anak agar dapat digunakan bukan hanya sebagai tempat rekreasi, tetapi juga sebagai tempat belajar yang menyenangkan. Penelitian ini bertujuan untuk mengembangkan taman edukasi agar dapat menjadi outdoor learning environment bagi peserta didik di KB-TA Amanah Bunda Lawang Malang. Jenis penelitian adalah Research and Development (RD) dengan model pengembangan ADDIE, yaitu: Analysis (analisis), Design (desain), Development (pengembangan), Implementation (implementasi), dan Evaluation (evaluasi). Metode pengambilan data menggunakan observasi, wawancara, dan dokumentasi. Sedangkan teknik analisis data menggunakan analisis data kuantitatif dan kualitatif. Kelayakan taman dinilai berdasarkan kreativitas, nilai edukasi, unsur tanaman, dan keindahan dan berada pada kategori bagus. Berdasarkan data yang diperoleh dapat disimpulkan bahwa taman edukasi PAUD dapat menjadi outdoor learning environment yang layak dan efektif bagi peserta didik di KB-TA Amanah Bunda Lawang Malang sebagai wahana permainan dan pembelajaran.

Student center learning (SCL) is a paradigm emphasized in the learning approach in the Merdeka Curriculum. Furthermore, the Merdeka Curriculum highlights that differentiated learning must be carried out by teachers in conducting learning. In fact, inclusive madrasahs receive various types of obstacles for students with special needs have implemented differentiated learning with curriculum modifications for students with special needs. The purpose of this study is to analyze the SCL paradigm from the perspective of teachers in inclusive madrasah. The place of this research is MTs. Terpadu Ar-Roihan Lawang Malang which is an inclusive madrasah since 2014. Data were obtained from observations, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusions. Teachers in this madrasah have understood the SCL learning approach and the meaning of learning differentiation even though some teachers still use teacher center learning (TCL) as a learning approach that is more center on the teacher's authority. Interestingly, there is an interchange between TCL and SCL when teachers must deal with students in this inclusive madrasa