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All Journal Jurnal Pendidikan Islam Multicultural Islamic Education Review Iseedu: Journal of Islamic Educational Thoughts and Practices
Musyaffa, Zaim Hilmi
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Journal : Multicultural Islamic Education Review

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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.
Co-Authors Afif, Faishal Nur Haidar Al Mubarok, Fahmi Ulum Budihargo, Mush'ab Umar Chusniatun Chusniatun Habibi, Ahmadi Martha Inayati, Nurul Latifatul Mabrury, Azzam Mahasri Shobahiya, Mahasri Rohmani, Annas Fajar Yuzarni, Silvani