Learning by Heart and Brain: A Model of Adaptive Islamic Religious Education for Inclusive Early Childhood Education
DOI:
https://doi.org/10.37812/fikroh.v19i2.2448Keywords:
Adaptive IRE, Inclusive ECE, Moral Value Internalization, Learning By Heart And Brain, Neurodiversity.Abstract
The internalization of moral values through Islamic Religious Education (IRE) in inclusive Early Childhood Education (ECE) remains conceptually fragmented across separate literatures. This review addresses: (RQ1) adaptive IRE strategies for inclusive ECE, (RQ2) challenges and moderating factors in moral internalization and (RQ3) synthesis into an integrative conceptual model bridging Islamic pedagogy, developmental theory, and inclusive education. A systematic literature review following PRISMA 2020 was conducted across ScienceDirect, ERIC, and DOAJ (May-June 2026). Eligible studies were peer-reviewed empirical articles (2021-2025, Indonesian or English) on IRE or moral-value internalization among children aged 0–8 in inclusive settings, including those with special needs or neurodivergent profiles. Studies beyond ECE, non-peer-reviewed, or lacking a clear method were excluded. Of 847 records identified, 18 met all criteria and underwent thematic synthesis Thomas & Harden, 2008. Thematic synthesis produced five descriptive themes and one analytical theme. Findings show habituation and exemplary modeling as the dominant modality for moral internalization, adaptive pedagogy as a precondition for inclusive IRE, partial and unsystematic integration of Islamic values with inclusive principles, neurodiversity increasingly framed as a pedagogical resource rather than a barrier, and family school ecology moderating internalization consistency. These themes were synthesized into an integrative conceptual model, Learning by Heart and Brain, linking the spiritual (ta'dib), developmental, and inclusive dimensions of learning. The study contributes theoretically by proposing a scholarly-testable integrative framework for inclusive IRE, and practically by informing teacher-competency development and inclusive ECE curriculum design in Indonesia. This article includes three tables summarizing the PRISMA selection flow, thematic synthesis, and the proposed conceptual model, supported by 27 references, no figures or appendixes are included.
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