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Reimagining Classroom Equality: An Academic Inquiry into Surah Al-Fatihah's Core Values for Inclusivity in Education

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Title: Reimagining Classroom Equality: An Academic Inquiry into Surah Al-Fatihah's Core Values for Inclusivity in Education
Language: English
Authors: Taufikin, Sri Nurhayati, Makmur Harun
Source: Dinamika Ilmu. 2025 25(1):23-44.
Availability: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.uinsi.ac.id/index.php/dinamika_ilmu
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Equal Education, Inclusion, Classroom Techniques, Teaching Methods, Cooperative Learning, Islam, Religious Education, Culturally Relevant Education, Teacher Student Relationship, Curriculum Design, Empathy, Well Being, Cultural Awareness, Altruism, Sociocultural Patterns, Moral Values, Spiritual Development, Academic Achievement, Social Integration, Intervention, Religious Factors, Educational Principles, Research Reports
ISSN: 1411-3031
2442-9651
Abstract: This study examines the potential of Surah Al-Fatihah, often regarded as the spiritual bedrock of the Qur'an, to serve as a framework for fostering inclusive educational environments. By aligning its core values--compassion, equity, and guidance--with contemporary educational discussions on empathy and resilience, this investigation demonstrates how faith-based principles can enrich diverse instructional settings while adhering to secular educational standards. Using an interpretative methodology and a thematic review of educational literature, the study explores the application of Surah AlFatihah's values in practical teaching strategies, such as the incorporation of empathy-driven classroom practices, collaborative learning models, and personalized support for students' emotional well-being. Integrating perspectives from Islamic pedagogy, culturally responsive teaching, and inclusive pedagogical models, the research shows how these principles can influence classroom management, curriculum design, and teacher-student interactions. Through textual analysis and observations in real-world educational settings, the findings underscore how embedding these values enhances student engagement, promotes emotional welfare, and boosts academic performance. Educators who intentionally integrate compassion, equity, and guidance into their teaching approaches report reduced stress levels, increased collaboration, and greater cultural sensitivity. The study's discussion addresses how these outcomes can help overcome systemic challenges--such as limited institutional support and sociocultural biases--by focusing on moral imperatives in teaching practices. Ultimately, Surah Al-Fatihah emerges as a powerful moral and spiritual framework for inclusive education, strengthening culturally responsive strategies and fostering both academic success and social cohesion. The implications suggest the need for continuous professional development, cross-cultural validation, and policy interventions to fully integrate these Quranic values into educational systems.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475804
Database: ERIC
FullText Text:
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  Data: Reimagining Classroom Equality: An Academic Inquiry into Surah Al-Fatihah's Core Values for Inclusivity in Education
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  Data: <searchLink fieldCode="AR" term="%22Taufikin%22">Taufikin</searchLink><br /><searchLink fieldCode="AR" term="%22Sri+Nurhayati%22">Sri Nurhayati</searchLink><br /><searchLink fieldCode="AR" term="%22Makmur+Harun%22">Makmur Harun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Dinamika+Ilmu%22"><i>Dinamika Ilmu</i></searchLink>. 2025 25(1):23-44.
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  Data: Faculty of Education and Teacher Training of IAIN Samarinda. JL. HAM Rifadin Samarinda Sebrang, Samarinda, Kalimantan Timur 75131, Indonesia. Tel: 62-541-7270222; Fax: 62-541-7270222; e-mail: journal.dinamika@gmail.com; Web site: https://journal.uinsi.ac.id/index.php/dinamika_ilmu
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  Data: 1411-3031<br />2442-9651
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  Data: This study examines the potential of Surah Al-Fatihah, often regarded as the spiritual bedrock of the Qur'an, to serve as a framework for fostering inclusive educational environments. By aligning its core values--compassion, equity, and guidance--with contemporary educational discussions on empathy and resilience, this investigation demonstrates how faith-based principles can enrich diverse instructional settings while adhering to secular educational standards. Using an interpretative methodology and a thematic review of educational literature, the study explores the application of Surah AlFatihah's values in practical teaching strategies, such as the incorporation of empathy-driven classroom practices, collaborative learning models, and personalized support for students' emotional well-being. Integrating perspectives from Islamic pedagogy, culturally responsive teaching, and inclusive pedagogical models, the research shows how these principles can influence classroom management, curriculum design, and teacher-student interactions. Through textual analysis and observations in real-world educational settings, the findings underscore how embedding these values enhances student engagement, promotes emotional welfare, and boosts academic performance. Educators who intentionally integrate compassion, equity, and guidance into their teaching approaches report reduced stress levels, increased collaboration, and greater cultural sensitivity. The study's discussion addresses how these outcomes can help overcome systemic challenges--such as limited institutional support and sociocultural biases--by focusing on moral imperatives in teaching practices. Ultimately, Surah Al-Fatihah emerges as a powerful moral and spiritual framework for inclusive education, strengthening culturally responsive strategies and fostering both academic success and social cohesion. The implications suggest the need for continuous professional development, cross-cultural validation, and policy interventions to fully integrate these Quranic values into educational systems.
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    Languages:
      – Text: English
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      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Islam
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