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All Journal Solo Universal Journal of Islamic Education and Multiculturalism Multicultural Islamic Education Review
Khanom, Jobeda
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Multicultural Islamic Education Review

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The Integration of Islamic Epistemology in Ethical and Multicultural Education: Pedagogical Strategies and Challenges Mahmudulhassan, Mahmudulhassan; Abuzar, Muhammad; Khondoker, Saif Uddin Ahmed; Khanom, Jobeda
Multicultural Islamic Education Review Vol. 2 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v2i2.7612

Abstract

Integrating ethical principles into curricula is crucial for nurturing moral development among students. This study explores the foundational role of Islamic epistemology in shaping knowledge acquisition and ethical conduct. The study investigates ethical curriculum practices in Islamic education through a qualitative research approach combining literature review and content analysis. Islamic epistemology, rooted in Quranic revelations, Prophetic traditions, and scholarly interpretations, delineates knowledge's sources and ethical dimensions. Islamic scholars distinguish between revealed and acquired knowledge, with revelation serving as the cornerstone. The Quran and Hadith provide guidance on faith, morality, and conduct, complemented by reason ('aql/عقل) for critical inquiry and ethical discernment. Drawing from the synthesis of revelation and reason, Islamic ethics guides individual conduct, social interactions, and environmental stewardship. Ethical curriculum development entails integrating Islamic values across academic disciplines, facilitated by pedagogical approaches such as experiential learning, cooperative inquiry, and Socratic dialogue. Challenges including curricular alignment, teacher training, and cultural sensitivity exist, yet ethical curriculum development rooted in Islamic epistemology offers opportunities to cultivate ethical consciousness and foster global citizenship. Upholding methodological rigor and ethical considerations ensures validity and reliability, respecting diverse cultural and religious perspectives. This study underscores the need for further research and collaboration to advance ethical education practices grounded in Islamic principles, responsive to evolving learner needs and fostering ethical leadership in an interconnected world.
Bibliometric Analysis of The Development Map and Direction of Contemporary Learning Research in The Scopus Database 1976-2024 Robbaniyah, Qiyadah; Barry, Aboubacar; Khanom, Jobeda
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.7319

Abstract

This study aims to analyze the development map and research direction related to Contemporary Learning through a bibliometric analysis method with a descriptive approach. Data was collected from the Scopus database in the 1976–2024 period using tools such as R, RStudio, VOS viewer, and Microsoft Excel. The results of the analysis show a significant increase in scientific publications since the early 2000s, with the largest surge occurring in the 2020–2024 period. The United States, the United Kingdom, and Australia were major contributors to the study, with universities such as Monash University leading academic publications. Core themes such as learning, curriculum, and e-learning are identified as key focuses, while subthemes such as machine learning and learning systems offer innovation potential for future research. The analysis of the keyword network highlights that technology-based learning, sustainability, and collaborative approaches play an important role in contemporary education. This study concludes that Contemporary Learning is a growing field with high relevance to digital transformation and global education challenges, providing opportunities for researchers to explore innovative themes that support the development of modern education.
Co-Authors Abuzar, Muhammad Barry, Aboubacar Elias Ahmed Islam, Md. Tarequl Khondoker, Saif Uddin Ahmed Mahmudulhassan Mahmudulhassan, Mahmudulhassan Mohamad Ali robbaniyah, qiyadah