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All Journal Multicultural Islamic Education Review EDUJAVARE: International Journal of Educational Research
Muhammad Irwan Putra
Universitas Muhammadiyah Papua
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Workplace Spirituality as an Antecedent of Meaningful Work: A Systematic Literature Review (2016–2026) Florensia Ruri Renaningtyas; Muhammad Irwan Putra; Yudha Dharma Buana
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1959

Abstract

In recent decades, research on meaningful work has gained increasing attention within the fields of organizational psychology and human resource management. Employees today seek not only financial compensation but also meaning, purpose, and value alignment in their work. One factor considered to foster meaningful work is workplace spirituality—an individual's experience of finding meaning in work, building connections with colleagues, and aligning personal values ​​with organizational values. This study conducted a Systematic Literature Review (SLR) of research examining workplace spirituality as an antecedent to meaningful work between 2016 and 2026, adhering to PRISMA guidelines for the identification, screening, and analysis of articles. The review results indicate that workplace spirituality contributes to the formation of meaningful work through several key dimensions: sense of community, inner life, value alignment, self-transcendence, compassion, and mindfulness. Among these dimensions, sense of community and value alignment were the most consistently associated with the development of meaningful work. These findings underscore the importance of organizations creating work environments that support the development of workplace spirituality to enhance employees' perceptions of the meaningfulness of their work.Keywords: workplace spirituality, meaningful work, meaning of work, work spirituality, systematic literature review
Multicultural Education from an Islamic Perspective and Its Relevance to the Lives of the People of Papua Muhammad Irwan Putra; Yudha Dharma Buana; Florensia Ruri Renaningtyas
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1960

Abstract

This article specifically examines the concept of multiculturalism from an Islamic perspective by relating it to the social realities of communities in Papua. Based on a conceptual and normative study, Islam views plurality as sunnatullah, meaning that diversity is part of God’s natural order; therefore, universal values such as justice, brotherhood (ukhuwah insaniyyah), and tolerance constitute important foundations for peaceful social life amid differences. Through an integrative approach that connects the teachings of the Qur’an with the social phenomena of Papuan communities, this study explores the relevance of Islamic multicultural values in addressing diversity. This research employs a qualitative approach using the library research method. Data were collected through the identification and analysis of various relevant literature sources, including scholarly books, national and international journal articles, educational policy documents, and previous studies addressing multicultural education and the socio-cultural context of Papuan communities. Data analysis was conducted descriptively and analytically by examining concepts, theories, and empirical findings to identify the relevance of multicultural education to the social life of Papuan communities. The article further emphasizes that Islam regards diversity not as a source of conflict, but as a means of enriching humanity and strengthening unity amid differences. Therefore, the values of multiculturalism embedded in Islamic teachings can serve as an ethical and spiritual foundation for managing diversity and fostering peaceful, inclusive, and harmonious social relations in Papua.
Can Generative AI Navigate Multicultural Pedagogical Dilemmas? A Scenario-Based Evaluation of Islamic Religious Education Asman; Muhammad Irwan Putra; Maulid Agustin; Ria Nata Kusuma; Miftahul Hasan
Multicultural Islamic Education Review Vol. 4 No. 2 (2026): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i2.18840

Abstract

The increasing integration of generative artificial intelligence (GenAI) into educational practice raises critical concerns regarding its capacity to address religious diversity, cultural differences, and ethical complexities in Islamic Religious Education. This research evaluates the multicultural pedagogical quality of AI-generated instructional recommendations and examines the contribution of structured prompting to their contextual and instructional adequacy. Employing a scenario-based comparative design, 288 recorded responses were examined across 24 multicultural dilemmas, six thematic domains, two prompting conditions, and two response profiles. Pedagogical quality was assessed by two recorded raters using six evaluation dimensions, complemented by paired comparisons and categorical analysis of instructional limitations. Structured prompting achieved substantially higher quality scores than standard prompting (77.16 versus 58.80), with a mean difference of 18.36 points (95% CI: 15.82–20.91). Nevertheless, assessment quality remained the weakest dimension, while assessment-related limitations constituted the most frequent deficiency (32.3%). Context-dependent variations further highlighted persistent challenges in addressing religious exclusivism and complex pedagogical dilemmas. These findings suggest that structured pedagogical guidance improves the evaluated completeness of AI-generated recommendations without necessarily ensuring contextual or ethical adequacy. The research underscores the importance of human-guided evaluation, critical pedagogical judgment, and multidimensional accountability in responsible AI-supported multicultural religious education.
Co-Authors Asman Florensia Ruri Renaningtyas Maulid Agustin Miftahul Hasan Ria Nata Kusuma Yudha Dharma Buana