Introduction Many middle-school students disengage from physical education (PE) due to fear of judgment, body-image concerns, and a weak sense of belonging. This review explores Islamic Religious Education (IRE) as a value-based framework to foster more equitable participation in PE by cultivating moral awareness, emotional balance, and mutual respect. This study aims to examine how IRE contributes to equality in PE participation by strengthening moral and spiritual readiness, nurturing inclusive learning environments, and sustaining engagement through ethical behavior. Methods A scoping review was conducted using the Population, Concept, and Context (PCC) framework to synthesize 40 studies published between 2015 and 2025 in peer-reviewed journals, institutional reports, and Indonesian sources. Evidence was coded in NVivo and analyzed through four thematic lenses: (a) moral–psychological readiness, (b) social inclusion and participation inequality, (c) collaboration between IRE and PE teachers, and (d) equitable participation outcomes. Results The synthesis indicates that the integration of Islamic values such as self-control ( mujahadah ) and fairness (‘ adl ) has the potential to help mitigate performance anxiety and enhance students’ confidence, discipline, and motivation. Collaborative teaching involving co-planning and inclusive assessment was perceived to support steadier attendance, stronger engagement, and broader access for girls, students with higher body weight, mild disabilities, and low-income backgrounds. Discussion Findings suggest that IRE can function as a moral lever for educational equity when embedded in daily PE routines and reinforced through institutional commitment. Co-designed programs and reflective collaboration between IRE and PE teachers may help reduce participation gaps and strengthen students’ readiness to move, learn, and belong.
Nuryamin et al. (Tue,) studied this question.