Best Practices in Inclusive Islamic Education Management Based on The Ummi Method for Quranic Learning in Supporting SDGs 4 at SD Alam Akhdhor Insan Mulia Depok

Abstract

Inclusive Islamic education management plays an important role in ensuring equitable and quality learning opportunities in alignment with Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education. This study aimed to analyze best practices in managing inclusive Islamic education based on the Ummi Method for Quranic learning at SD Alam Akhdhor Insan Mulia Depok and to examine its contribution to achieving inclusive educational objectives. This study employed a qualitative case study approach. Data were collected through observations, interviews with school leaders, teachers, Quranic instructors, and relevant stakeholders, as well as document analysis. The data were analyzed using thematic analysis to identify patterns of management practices, implementation strategies, and educational outcomes. The findings showed that the implementation of the Ummi Method supported inclusive Quranic learning through structured curriculum planning, teacher competency development, systematic learning stages, individualized guidance, and continuous evaluation. The school’s management practices emphasized accessibility, student-centered learning, character development, and the integration of Islamic values into daily educational activities. The study also found that collaborative management involving school leaders, teachers, parents, and students strengthened the sustainability of inclusive education practices. The integration of the Ummi Method within an inclusive Islamic education management framework demonstrated its potential to support SDG 4 by promoting quality, equitable, and meaningful learning experiences for diverse learners. This study concluded that effective management strategies combined with structured Quranic learning methods can contribute to the development of inclusive Islamic education models aligned with global educational sustainability goals.