Epistemic Agent Model for Inclusive Islamic Education in Elementary School

Abstract

The aim of this study is to formulate an Epistemic Agent Model for inclusive Islamic education at the elementary school level. The challenge of inclusive Islamic education in elementary schools lies in recognizing students as epistemic agents whose voices, experiences, and diverse capacities must be valued in the learning process rather than marginalized by uniform pedagogical models. The concept of the epistemic agent emphasizes the role of teachers and students as active subjects in the construction, negotiation, and dissemination of knowledge, rather than as passive recipients. Within the context of Islamic education, the Epistemic Agent Model integrates Qur’anic values, prophetic pedagogy, and contemporary educational theories to promote inclusivity, justice, and epistemic empowerment in the classroom. Using a qualitative approach through literature review, this research identifies key indicators of epistemic agency: dialogical learning, recognition of diverse voices, integration of local wisdom, and inclusive pedagogy. The findings highlight that inclusive Islamic education requires not only structural and physical support but also epistemic recognition, where every learner is acknowledged as a contributor of knowledge. The proposed model contributes to the development of Islamic education by offering a framework that aligns epistemological justice with pedagogical practice, thereby supporting the broader agenda of Sustainable Development Goals.