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All Journal Journal on Education At Turots: Jurnal Pendidikan Islam
Ahmad Rojali
Institut Agama Islam Nusantara Ash-Shiddiqiyah
Education

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The Role of Deep Learning in Developing Inclusive and Multicultural Education in Indonesian Junior High Schools Zainuddin Zainuddin; Ahmad Rojali; Anis Susanti
Journal on Education Vol. 7 No. 4 (2025): Journal on Education: Volume 7 Nomor 4 Mei-Agustus Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i4.8534

Abstract

This article aims to examine the role of the deep learning model in fostering inclusive and multicultural education in Indonesian junior high schools. Using a literature review approach, the discussion focuses on the essence of deep learning as a comprehensive instructional method that emphasizes conceptual understanding, critical reflection, and meaningful connections in real-world contexts. The study finds that this approach holds significant potential in accommodating students’ diverse backgrounds and promoting cross-cultural understanding. By integrating the principles of inclusion and multiculturalism, deep learning can serve as a strategic framework for realizing transformative, contextual, and equitable learning. This article also presents a conceptual model of inclusive-multicultural learning based on deep learning, which can be adapted to the context of junior high schools in Indonesia.
Constructing the Epistemology of Islamic Education: Lecturers’ Perspectives from IAI Nusantara Asshiddiqiyah Lempuing OKI Ahmad Rojali; Saipul Annur; Ermis Suryana; Leni Marlina
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1516

Abstract

This research is motivated by the importance of understanding the epistemological construction of Islamic education within Islamic universities, particularly how lecturers interpret sources, assess validity, and orient their academic practice. This research aims to analyze the epistemological construction of Islamic education from lecturers’ perspectives and to identify its implications for the development of Islamic learning and science. The research uses a qualitative approach within an empirical study. Data were collected through in-depth interviews, observations, and documentation, and then analyzed thematically through the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the epistemological construction of Islamic education, as understood by lecturers, relies on the integration of revelation, reason, experience, and social reality as the basis for knowledge development. This perspective is reflected in the lecturer’s views on the relationship between religious science and general science, the purpose of Islamic education, and learning strategies that emphasize the balance of normative, rational, and contextual aspects. This research enriches the study of epistemology in Islamic education through empirical data and offers implications for strengthening scientific paradigms, curriculum design, and learning practices in Islamic universities.
Co-Authors Anis Susanti Ermis Suryana Leni Marlina Saipul Annur Zainuddin Zainuddin