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All Journal El-HARAKAH : Jurnal Budaya Islam Islam Futura Paedagogia: Jurnal Pendidikan Moderasi; Jurnal Studi Ilmu Pengetahuan Sosial Jurnal Pustaka Indonesia Maharot : Journal of Islamic Education Jurnal Integrasi Manajemen Pendidikan Jurnal Pendidikan Islam Jurnal Studi Pendidikan Agama Islam EDUKASIA: Jurnal Penelitian Pendidikan Islam
Saepudin Mashuri
State Islamic University Datokarama Palu
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Integrating Multicultural Islamic Education With a Love-Based Curriculum and Deep Learning: A Holistic Framework for Enhancing Student Character and Empathy in Indonesian Madrasahs Saepudin Mashuri; Mufiqur Rahman
Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 1 (2026): Jurnal Studi Pendidikan Agama Islam
Publisher : Pascasarjana IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jspai.v2i1.1678

Abstract

This study aims to develop and examine a holistic framework integrating multicultural Islamic education, a love-based curriculum, and deep learning to enhance students’ character and empathy in Indonesian madrasahs. Using a mixed-methods sequential explanatory design, quantitative data were collected through pre-test and post-test surveys, while qualitative data were obtained via classroom observations and in-depth interviews. The findings reveal a significant improvement in students’ empathy and character, supported by statistical analysis (p < 0.001). The integration of compassionate values within a multicultural and reflective learning environment fosters meaningful learning experiences and strengthens social awareness. Furthermore, the study identifies a novel integrative model that combines cognitive, affective, and social dimensions in a unified pedagogical approach. This model contributes both theoretically, by enriching the discourse on Islamic education, and practically, by offering an adaptable framework for curriculum development in madrasahs. The study highlights the urgency of transforming traditional instructional approaches into more humanistic, inclusive, and contextually relevant practices.
Multicultural Islamic Religious Education Learning to Build Religious Harmony Rusli Takunas; Saepudin Mashuri; Jumri H. Tahang Basire; Gunawan B. Dulumina; Syahril; Siti Mughni Mohi
Nazhruna: Jurnal Pendidikan Islam Vol. 7 No. 3 (2024): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v7i3.18

Abstract

This research analyzes the Multicultural Islamic Religious Education Learning (MIREL) at SMKN 1 Poso in building religious harmony as a conflict resolution. Conflict socio-religious become a critical problem regarding diversity in schools and society. Meanwhile, Islamic religious education provided in schools does not prioritize a multicultural perspective, which includes the practices of different religions and other cultures. This study uses qualitative field research with a case study approach and data analysis, according to Miles and Huberman. Results show that this school carries out the MIREL formally-textual and informally-textual. Learning formally-textual is held through three stages. At the beginning stage, teachers contextualize the values of example and self-control through exemplary stories from the prophets. In the main stage, the teachers integrate the values of tolerance, harmony, democracy, unity, concern, and justice by presenting material that includes faith, morals, jurisprudence, and the history of Islamic culture. Teachers instill multicultural values of cooperation and responsibility in the closing stage by assigning group tasks. The school holds informally textual learning through the Religious Saturday program collaboration in cross-cultural, socio-religious, and humanitarian activities. This research has implications for strengthening the MIREL in schools to build sustainable religious harmony among students and society in the post-conflict area.
Intellectual Capital of Islamic Boarding Schools to Build Multicultural Education Epistemology Futaqi, Sauqi; Mashuri, Saepudin
EDUKASIA Vol 18, No 1 (2023): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v18i1.17329

Abstract

This research intends to discover the multicultural epistemology at Islamic boarding schools (pesantren). So far, Westerners and some university graduates have dominated the discourse on multicultural education, even though pesantren, with their distinctive intellectual capital, have their own perspectives on understanding, developing, and practicing multicultural education. Using phenomenological qualitative research on two pesantrens in Indonesia, this study uncovered that pesantrens have significant multicultural capital through personal, structural, or relational knowledge. For pesantren, multicultural education is not only an anthropological issue but rather a manifestation of the theology of humanity. Multicultural education for pesantren is a legacy of traditions of freedom of opinion, openness to differences, and the essence of humanity.
Deep Learning Models for Measuring Affective Outcomes in Islamic Religious Education Maemunah Maemunah; Siti Maryam; Muhyiddin Tohir Tamimi; Saepudin Mashuri; Afandi Afandi
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2441

Abstract

This study aims to develop and validate a deep learning-based framework for measuring affective outcomes in Islamic Religious Education (IRE) through the integration of multimodal learning data, qualitative validation, and ethical governance grounded in Islamic values. Employing a mixed-methods sequential explanatory design, the research was conducted at SMAN 24 Kabupaten Tangerang, SMAN 19 Kabupaten Tangerang, and SMA Islamic Village. The quantitative phase involved the development of Convolutional Neural Networks (CNN), Recurrent Neural Networks (RNN), and transformer-based models to analyze students’ reflective texts, behavioral logs, and digital interaction patterns. The qualitative phase consisted of teacher and student interviews, classroom observations, and document analysis to contextualize and validate computational findings. The results demonstrate that deep learning models effectively measure religiosity, empathy, moral awareness, ethical disposition, and spiritual engagement in a more objective, adaptive, and sustainable manner than conventional affective assessment approaches. Multimodal models exhibited the highest predictive performance by integrating cognitive, behavioral, and affective indicators into a unified analytical framework. The study further highlights the necessity of embedding principles of adl (justice), amanah (trustworthiness), data privacy, and informed consent into AI-based educational assessment systems. Overall, the proposed framework contributes to the advancement of human-centered, ethically grounded, and data-driven affective assessment in the digital transformation of Islamic education.
Co-Authors Adawiyah Pettalongi Afandi Ahmad Sulhan Akbar, Alfian Alhabsyi, Firdiansyah Arief Sah, Moh. Aulia Putri Djaid Ahmad Dulumina, Gunawan B Gunawan B. Dulumina Hasanah, Suci Uswatun Hasra, Ratni Hasriani Hasriani, Hasriani Hatta Fakhrurrozi Ilham Dwitama Haeba Jumri H. Tahang Basire Kahar, M. Iksan Maemunah Maemunah Mega Ria Mohammad Djamil M. Nur MUDAIM MUDAIM, MUDAIM Mufiqur Rahman Muhyiddin Tohir Tamimi Nurdin Nurdin Nurmalasari Nurmalasari P, Sennawati Rosmayanti Rusdin Rusdin Rusli Takunas Salahudin Salahudin Sauqi Futaqi Siti Maryam Siti Mughni Mohi Syahril Ubadah Ubadah, Ubadah Ulfun Khoirotun