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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Muhammad Syafrani Surya Permadi
Universitas Islam Negeri Sunan Ampel Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Quo Vadis Inclusive Islamic Education: A Systematic Literature Review (SLR) and Bibliometric Analysis Muhammad Syafrani Surya Permadi; Rizal Nurdin Ismail; Moch. Chafiid Dhuha; Asep Saepul Hamdani
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 4 : Al Qalam (In Progress July 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i4.5966

Abstract

This study analyzes the development and direction of inclusive Islamic education (Quo Vadis) through a Systematic Literature Review (SLR) and bibliometric analysis of 200 Scopus-indexed articles from 1996 to 2026. Using the PRISMA framework, the study maps publication trends, country and institutional contributions, active authors, and the most productive journals. The results show a significant increase in research since 2018, influenced by the rise of moral decadence and unequal access to education. Indonesia is the largest contributor, confirming the relevance of this theme in the national and global education context. Keyword analysis identified six fundamental principles of inclusive Islamic education: moderation, balance, mutual assistance, equality, justice, and tolerance. This study produced a conceptual framework that emphasizes four key elements of success: educator commitment, curriculum effectiveness, learning outcomes, and parental and environmental support. These findings emphasize the need for a more holistic, contextual, and cross-cultural development of inclusive Islamic education to address today's moral and social challenges.
From the Cognitive Stage to the Zone of Proximal Development: A Theoretical Synthesis of Piaget and Vygotsky in the Perspective of Educational Psychology Ahmad Sayyidiman Hamidalloh; Abdul Muhid; Arif Ainur Rofiq; Muhammad Syafrani Surya Permadi; Dimas Ahmad Saifullah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.339

Abstract

The development of 21st-century education demands learning that is not solely oriented toward the transmission of knowledge, but also toward the development of higher-order thinking skills integrated with the social dynamics of students. In educational psychology, cognitive development theory and sociocultural theory are often positioned dichotomously: internal structure versus social mediation. This article aims to formulate a theoretical synthesis that integrates these two perspectives into a complementary and operational developmental model. The research employed a qualitative approach with library research. Data were obtained from primary works and relevant, reputable scientific literature, then analyzed using content analysis and comparative-critical analysis techniques to identify epistemological assumptions, common ground, and limitations of each theory. The results indicate that the structure of cognitive development serves as an indicator of epistemic readiness to learn, while the Zone of Proximal Development acts as an acceleration mechanism through social mediation and adaptive scaffolding. This synthesis yields a dynamic and cyclical Integrative Model of Cognitive-Social Development, in which social interactions encourage cognitive restructuring and shape new readiness at a higher level.
Co-Authors Abdul Muhid Ahmad Saifullah Ahmad Sayyidiman Hamidalloh Arif Ainur Rofiq Asep Saepul Hamdani Moch. Chafiid Dhuha Rizal Nurdin Ismail