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All Journal Multicultural Islamic Education Review Iseedu: Journal of Islamic Educational Thoughts and Practices
Musyaffa, Zaim Hilmi
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Religion Humanities Education Social Sciences Other

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Inclusive Digital Technology and Islamic Education: Promoting Social Equity for Persons with Disabilities in the Digital Age Afif, Faishal Nur Haidar; Musyaffa, Zaim Hilmi
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.v3i1.9913

Abstract

Persons with disabilities continue to face significant barriers in accessing digital technologies, particularly within educational contexts. The lack of inclusive design and limited digital literacy have contributed to a growing accessibility gap, reducing their ability to fully participate in social, economic, and religious life. This study aims to examine the role of inclusive digital technology in promoting social equity for persons with disabilities and its alignment with the values of Islamic education. A descriptive qualitative approach was employed using library research methods. Data were collected from a range of secondary sources, including international journals, national academic publications, NGO reports, and classical and contemporary Islamic literature. The findings reveal that technologies such as screen readers, voice recognition systems, and virtual assistants significantly enhance digital accessibility and independence for individuals with disabilities. The application of Universal Design for Learning (UDL) principles also proves effective in creating inclusive online educational environments. From an Islamic ethical perspective, digital inclusion is consistent with the objectives of maqāṣid al-sharī‘ah, particularly in preserving religion, intellect, and life. The study implies that collaborative efforts between Islamic educational institutions, technology developers, and policymakers are essential to embed the principles of justice and inclusivity in sustainable digital transformation
Cognitive-Based Concept Mapping for Designing IRE Materials: Enhancing Meaningful Learning through Structured Knowledge Budihargo, Mush'ab Umar; Musyaffa, Zaim Hilmi; Mabrury, Azzam
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12336

Abstract

This study investigates the effectiveness of concept maps, grounded in Cognitive Load Theory (CLT) and Dual Coding Theory (DCT), in promoting meaningful understanding within Islamic Religious Education (IRE) as an alternative to rote-based pedagogy that hinders deeper conceptual and reflective learning. Using a quasi-experimental pretest–posttest control-group design with two intact eleventh-grade classes at a public senior high school, the experimental group was taught with cognitively informed concept maps while the control group received traditional lectures; cognitive gains in conceptual understanding were measured via pretest and posttest assessments. Results show that the experimental group achieved significantly higher posttest scores and greater improvement, with concept maps reducing extraneous cognitive load, enhancing dual-channel information processing, and integrating abstract Islamic values into coherent conceptual structures; students also exhibited increased engagement, participation, and reflective thinking. Although limited to two classes and a single instructional topic—and without assessing long-term retention or affective outcomes—the findings indicate that cognitively grounded visual strategies can enhance conceptual learning and warrant consideration in IRE instructional and curricular design. The study contributes to the underexplored domain of cognitive theory–driven visual strategies in religious education by combining CLT and DCT with concept mapping to propose a novel pedagogical model that supports both cognitive efficiency and meaningful understanding in faith-based learning contexts.
Science Education Data Analysis to Improve Student Achievement: An In-Depth Bibliometric Analysis Habibi, Ahmadi Martha; Al Mubarok, Fahmi Ulum; Chusniatun, Chusniatun; Shobahiya, Mahasri; Musyaffa, Zaim Hilmi
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 8 No. 1 (2024): Vol 8, No1(2024): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v8i1.8849

Abstract

This study was conducted to map and analyze the development of research on Science Education Data in publications that have been indexed in Scopus. The method applied is bibliometric analysis, which explores information from publications related to "Data of Science Education" from 2015 to 2024 in the Scopus database. The analysis process involved the use of tools such as Excel and R/R-Studio. The analysis results were visualized using VOS viewer to display keyword occurrences and document citations simultaneously. Within this study's framework, 1092 publications that met the set criteria were identified. The findings of this study indicate an annual growth of 21.32%, peaking in 2021. The United States was identified as the primary contributor in the number of publications, with the University of Nigeria as the most productive affiliate. The author who achieved the highest productivity in the Data of Science Education theme was Ali, N. By detailing these statistics and trends, this study provides a comprehensive overview of the literature in the education domain, while conveying recommendations for research directions that could be undertaken in the future. It is hoped that the results of this study make a valuable contribution to the in-depth understanding of data in the context of Science Education.
Co-Authors Afif, Faishal Nur Haidar Al Mubarok, Fahmi Ulum Budihargo, Mush'ab Umar Chusniatun Chusniatun Habibi, Ahmadi Martha Mabrury, Azzam Mahasri Shobahiya, Mahasri