Tarbawi inclusivity in the qur'an: a thematic study of hamka and shihab's views

Abstract

Amid the global challenges of inclusive education that emphasize equal access for all children, including those with
special needs as affirmed by the UNESCO Salamanca Declaration (1994), Indonesia faces inequalities in multicultural Islamic
schools regulated by Law No. 20 of 2003. Tarbawi verses of the Al-Quran, such as QS. Al-Hujurat [49]:13 (equality and
diversity), QS. Abasa [80]:1-10 (ethics in serving individuals with special needs), and QS. Al-Isra [17]:70 (universal human
dignity), serve as the foundation for developing inclusive education. This research thematically analyzes these verses through
Tafsir Al-Azhar by Buya Hamka, which highlights nationalist unity, and Tafsir Al-Mishbah by Quraish Shihab, which connects
them to modern human rights. Employing a qualitative library study approach, primary data are obtained from the Al-Quran
text and both tafsirs, while secondary data come from contemporary Islamic education literature. The analysis uses thematic
tafsir (tafsir maudhui) to identify inclusive values and a comparative method to contrast Hamka's emphasis on internal morals
with Shihab's extension to social-multicultural aspects. The results reveal social-ummah dimensions in Hamka and
psychological-humanistic dimensions in Shihab, implying the development of holistic curricula, inclusive school policies, and
diversity-based learning models to enrich contemporary Islamic education in addressing digital-era discrimination.