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International Journal of Islamic Education, Research and Multiculturalism (IJIERM)
Published by The Islamic Education and Multicultural Foundation
ISSN : 26563630     EISSN : 27227049     DOI : DOI: https://doi.org/10.47006/ijierm
Core Subject : Religion, Humanities, Science, Education, Art, Engineering,
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Other
The International Journal of Islamic Education, Research and Multiculturalism (IJIERM) was formed in 2019 with number SK: 0005.26563630 / JI.3.1 / SK.ISSN / 2019.03. P-ISSN:2656-3630 now for E-ISSN:2722-7049 in management. IJIERM is a Journal relating to Education, Research, Islamic Education, Multicultural Education, Multicultural, Socio-Cultural, and Religious. Study and assessment conducted by experts (peer-review). This journal is affiliated to the Islamic and Multicultural Education Foundation located in Malang, East Java. The purpose of this journal is to become a forum for writing related to education, research and multiculturalism.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 345 Documents
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Toward Socio-Ecological Character Pedagogy: A Systematic Review on Integrating Place-Based Education and Living Values Education M. Irfan Islamy; Dadang Sundawa; Munawar Rahmat; Erlina Wiyanarti
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.892

Abstract

Abstrak Krisis global degradasi ekologi dan fragmentasi sosial-moral membutuhkan pergeseran paradigma pendidikan yang menghubungkan kesadaran lingkungan dengan pembentukan karakter. Meskipun Pendidikan Berbasis Tempat (Place-Based Education/PBE) dan Pendidikan Nilai Hidup (Living Values Education/LVE) secara terpisah terbukti efektif, sintesis keduanya masih kurang dieksplorasi. Tinjauan sistematis ini mengevaluasi dinamika operasional, hasil karakter, dan kendala struktural PBE dan LVE. Sesuai pedoman PRISMA 2020, pencarian sistematis dilakukan pada Scopus, Web of Science, dan ERIC hingga Desember 2024. Korpus yang dianalisis mencakup delapan studi empiris primer dan literatur teoretis pendukung. Kualitas metodologis dievaluasi menggunakan Mixed Methods Appraisal Tool (MMAT), sedangkan analisis data menggunakan sintesis tematik kualitatif. Hasil sintesis menunjukkan PBE meningkatkan penyelidikan spasial, pengelolaan sipil, dan pemecahan masalah interdisipliner, namun dibatasi hierarki institusional dan ketidakpastian lingkungan. Sebaliknya, LVE menumbuhkan internalisasi nilai, moderasi agama, dan ketahanan sosial-emosional melalui keteladanan guru, tetapi terkendala generalisasi dan literasi orang tua. Karena literatur meninjau PBE dan LVE secara terpisah, efektivitas empiris dari kerangka terintegrasi PBE–LVE belum diuji secara langsung, sehingga memerlukan validasi empiris lebih lanjut. Keywords: pendidikan berbasis tempat, pendidikan nilai hidup, pendidikan karakter, pengelolaan lingkungan, sintesis tematik. Abstract The converging global crises of ecological degradation and socio-moral fragmentation require an educational paradigm shift connecting environmental awareness with character formation. Although Place-Based Education (PBE) and Living Values Education (LVE) individually show pedagogical efficacy, their synthesis remains under-explored. This systematic review evaluates their operational dynamics, character outcomes, and structural constraints. Following PRISMA 2020 guidelines, systematic searches were conducted across Scopus, Web of Science, and ERIC up to December 2024. The corpus comprises eight primary empirical studies and supporting theoretical literature. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), while data were analyzed via qualitative thematic synthesis. Findings indicate that PBE enhances spatial inquiry, civic stewardship, and interdisciplinary problem-solving, but is limited by institutional hierarchies and environmental unpredictability. Conversely, LVE fosters value internalization, religious moderation, and socio-emotional resilience through teacher role-modeling, yet faces generalizability and parental literacy constraints. As existing literature examines PBE and LVE separately, the empirical effectiveness of an integrated PBE–LVE framework remains untested, highlighting a critical need for future empirical validation. Keywords: place-based education, living values education, character education, environmental stewardship, thematic synthesis.
Reconstructing Critical Thinking in Islamic Higher Education: Integrating Classical Epistemology and Contemporary Pedagogy Junaidi Arsyad; Usiono Usiono; Retno Sayekti; Eka Yusnaldi; Budiman Budiman; Subaidi Subaidi
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.903

Abstract

ABSTRAK Artikel ini merekonstruksi pemikiran kritis dalam pendidikan tinggi Islam di Indonesia melalui sintesis integratif antara epistemologi Islam klasik dan pedagogi kontemporer. Alih-alih menggunakan pemetaan bibliometrik, penelitian ini menerapkan tinjauan literatur integratif yang mempertemukan tiga rumpun kajian, yaitu pemikiran kritis dalam pendidikan tinggi, epistemologi dan pendidikan Islam, serta pedagogi aktif-reflektif. Literatur dipilih secara purposif berdasarkan relevansi konseptualnya terhadap pendidikan tinggi Islam dan kontribusinya terhadap penalaran, dialog, refleksi, etika, dan pembelajaran aktif. Analisis dilakukan melalui identifikasi konsep, pembacaan komparatif, kategorisasi tematik, dan sintesis interpretatif. Temuan menunjukkan bahwa pemikiran kritis dalam pendidikan tinggi Islam tidak dapat direduksi secara memadai menjadi keterampilan kognitif yang bebas nilai. Pemikiran kritis lebih tepat dipahami sebagai praktik penalaran yang menghubungkan wahyu dan akal, teks dan konteks, verifikasi berbasis bukti, dialog argumentatif, refleksi diri, adab, dan tanggung jawab sosial. Sintesis ini menghasilkan suatu kerangka rekonstruktif yang mencakup lima dimensi: landasan epistemik, verifikasi analitis, interpretasi dialogis, regulasi diri reflektif, dan tanggung jawab etis-praksis. Berbagai pedagogi kontemporer—termasuk problem-based learning, case-based learning, penulisan reflektif, diskusi isu kontroversial, dan pembelajaran kolaboratif—dapat digunakan untuk mengoperasionalkan kelima dimensi tersebut. Dengan demikian, artikel ini menawarkan jembatan konseptual antara tradisi epistemologi Islam dan pendidikan tinggi abad ke-21 tanpa mengaburkan perbedaan historis di antara keduanya. ABSTRACT This article reconstructs critical thinking in Indonesian Islamic higher education through an integrative synthesis of classical Islamic epistemology and contemporary pedagogy. Rather than employing bibliometric mapping, the study uses an integrative literature review that brings together three bodies of scholarship: critical thinking in higher education, Islamic epistemology and education, and active-reflective pedagogies. Literature was purposively selected for its conceptual relevance to Islamic higher education and its contribution to reasoning, dialogue, reflection, ethics, and active learning. The analysis involved concept identification, comparative reading, thematic categorisation, and interpretive synthesis. The findings show that critical thinking in Islamic higher education cannot be adequately reduced to value-neutral cognitive skills. It is better understood as a practice of reasoning that connects revelation and reason, text and context, evidential verification, argumentative dialogue, self-reflection, adab, and social responsibility. The synthesis produces a reconstructive framework comprising five dimensions: epistemic grounding, analytical verification, dialogical interpretation, reflective self-regulation, and ethical-praxical responsibility. Contemporary pedagogies—including problem-based learning, case-based learning, reflective writing, controversial-issue discussion, and collaborative learning—can operationalise these dimensions. The article thus offers a conceptual bridge between Islamic epistemological traditions and twenty-first-century higher education without collapsing their historical differences.
Constructing Tawhid Through Scriptural Evidence: A Textual Analysis Of Muhammad Ibn Abd Al-Wahhab's Kitab Al-Tawhid Amru Syahputra Lubis; Alfian Tanjung
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.908

Abstract

Abstrak Penelitian terdahulu mengenai Muhammad ibn Abd al-Wahhab cenderung menitikberatkan pembahasan pada biografi, gerakan pembaruan, dan klasifikasi teologisnya, sementara struktur argumentasi dalam Kitab al-Tawhid belum banyak dikaji secara mendalam. Penelitian ini bertujuan menganalisis bagaimana susunan bab serta penggunaan dalil Al-Qur'an dan hadis membangun argumentasi teologis mengenai pemurnian ibadah dan batas konseptual antara tauhid dan syirik. Penelitian menggunakan pendekatan kualitatif interpretatif melalui analisis tekstual terhadap Kitab al-Tawhid edisi bahasa Inggris terbitan Dar-us-Salam tahun 1996, yang diperiksa silang dengan edisi bahasa Indonesia terbitan Darul Haq tahun 2017, literatur syarah, dan penelitian akademik terkait. Analisis difokuskan pada judul bab, dalil skriptural, proposisi doktrinal, serta praktik keagamaan yang dibahas dalam teks. Hasil penelitian mengidentifikasi tiga tahapan argumentatif yang saling berkaitan, yaitu pembentukan landasan teologis dan keutamaan tauhid; penetapan batas konseptual terkait ibadah, perantaraan, dan kausalitas; serta perluasan implikasi tauhid terhadap sikap spiritual, otoritas keagamaan, dan ungkapan kebahasaan. Selain itu, klasifikasi tauhid menjadi rububiyyah, uluhiyyah, dan al-asma wa al-sifat dapat digunakan sebagai kerangka interpretatif, tetapi bukan merupakan struktur pengorganisasian yang dinyatakan secara eksplisit dalam teks. Penelitian ini berkontribusi terhadap pengembangan kajian teologi Islam melalui rekonstruksi struktur argumentasi Kitab al-Tawhid serta pembedaan antara proposisi teks utama, interpretasi dalam literatur syarah, dan sistematisasi teologis kontemporer. Kata Kunci: Tauhid; Kitab al-Tawhid; Muhammad ibn Abd al-Wahhab; Argumentasi Skriptural; Analisis Tekstual. Abstract Previous studies on Muhammad ibn Abd al-Wahhab have primarily emphasized his biography, reformist movement, and theological classifications, while the argumentative structure of Kitab al-Tawhid remains insufficiently examined. This study investigates how chapter organization and Qur'anic and hadith evidence construct theological arguments concerning the purification of worship and the conceptual boundaries between tawhid and shirk. Employing an interpretive qualitative approach, the study conducts textual analysis of the 1996 Dar-us-Salam English edition, cross-referenced with the 2017 Darul Haq Indonesian edition, exegetical commentaries, and relevant academic literature. The analysis focuses on chapter headings, scriptural evidence, doctrinal propositions, and religious practices discussed in the text. The findings reveal three interconnected argumentative stages: establishing the theological foundations and virtues of tawhid; defining boundaries related to worship, mediation, and causality; and extending the implications of tawhid to spiritual dispositions, religious authority, and linguistic expressions. Furthermore, the conventional classification of tawhid into rububiyyah, uluhiyyah, and al-asma wa al-sifat provides an interpretive framework but does not constitute the text's explicit organizational structure. The study contributes to Islamic theological scholarship by reconstructing the argumentative architecture of Kitab al-Tawhid and distinguishing its textual propositions from subsequent commentarial interpretations and contemporary theological systematizations. Keywords: Tawhid; Kitab al-Tawhid; Muhammad ibn Abd al-Wahhab; Scriptural Argumentation; Textual Analysis.
Donald Trump’s Strategic Narratives in U.S.–Iran Geopolitical Contestation in the Middle East Anang Anas Azhar; Elfi Yanti Ritonga; Ahmad Sujai Tanjung
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.909

Abstract

Abstrak Kontestasi geopolitik Amerika Serikat–Iran melibatkan persaingan dalam mendefinisikan ancaman, keamanan, dan legitimasi kebijakan luar negeri. Penelitian ini bertujuan menganalisis konstruksi narasi strategis Donald Trump, menjelaskan strategi legitimasi kebijakan Amerika Serikat, dan mengembangkan model konseptual kontestasi narasi. Penelitian menggunakan pendekatan kualitatif dengan analisis narasi strategis yang mencakup dimensi narasi sistem, identitas, dan isu. Bahan analisis meliputi pidato, pernyataan resmi, dokumen kebijakan, dan materi media periode 2025–2026, disertai perspektif diplomatik, akademik, dan masyarakat sipil. Hasil analisis menunjukkan bahwa narasi Trump merepresentasikan Iran sebagai ancaman terhadap keamanan regional, sedangkan Amerika Serikat diposisikan sebagai penjamin stabilitas melalui tekanan maksimum dan perdamaian melalui kekuatan. Strategi legitimasinya menggabungkan konstruksi ancaman, polarisasi identitas, personalisasi kepemimpinan, serta ancaman koersif dan tawaran negosiasi. Analisis mengidentifikasi tiga bentuk kontranarasi: diplomatik negara, akademik geopolitik, dan normatif masyarakat sipil. Berdasarkan temuan tersebut, penelitian mengusulkan Model Narasi Geopolitik Trump yang menghubungkan konstruksi narasi, legitimasi kebijakan, kontranarasi, penangkalan balasan, dan umpan balik. Model ini menawarkan kerangka interpretatif untuk memahami hubungan antara komunikasi politik dan kontestasi geopolitik, tanpa mengasumsikan bahwa narasi secara langsung menentukan penerimaan audiens atau keberhasilan kebijakan. Kata Kunci: Narasi strategis; komunikasi politik; hubungan Amerika Serikat–Iran; kontranarasi; diplomasi koersif; legitimasi kebijakan. Abstract U.S.–Iran geopolitical contestation involves competing attempts to define threats, security, and the legitimacy of foreign policy. This study examines Donald Trump’s strategic narratives, analyzes their role in legitimizing U.S. policies, and develops a conceptual model of narrative contestation. It adopts a qualitative approach informed by strategic narrative analysis across system, identity, and issue dimensions. The analysis examines speeches, official statements, policy documents, and media materials from 2025–2026 alongside diplomatic, academic, and civil society perspectives. The findings indicate that Trump’s narratives portray Iran as a threat to regional security while positioning the United States as a guarantor of stability through maximum pressure and peace through strength. Legitimation strategies combine threat construction, identity polarization, personalized leadership, and coercive threats with negotiation offers. The analysis identifies three forms of counternarrative: state-diplomatic, academic-geopolitical, and normative-civil society. Building on these findings, the study proposes the Trump Geopolitical Narrative Model, linking narrative construction, policy legitimation, counternarratives, counterdeterrence, and feedback. The model provides an interpretive framework for examining political communication within geopolitical contestation without assuming that narratives directly determine audience acceptance or policy success. Keywords: Strategic narratives; political communication; U.S.–Iran relations; counternarratives; coercive diplomacy; policy legitimation.
Integrating Sibghah Al-Washliyah Values With Dalihan Na Tolu Customary Traditions to Strengthen Islamic Character Education M. Faisal Husna; Haidir; Nelvitia Purba; Tri Reni Novita; Zamaluddin Sembiring
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026): International Journal of Islamic Education, Research and Multiculturalism (IJIERM
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.912

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisis integrasi nilai-nilai Sibghah Al-Washliyah dalam kearifan lokal Dalihan Na Tolu sebagai upaya penguatan pendidikan Islam. Secara khusus, penelitian ini berfokus pada identifikasi keselarasan nilai-nilai tauhid, keilmuan, akhlak, dan moderasi yang terkandung dalam Sibghah Al-Washliyah dengan prinsip-prinsip utama Dalihan Na Tolu, serta implikasinya terhadap pembentukan karakter peserta didik dalam konteks pendidikan Islam yang berbasis budaya lokal. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif-analitis. Teknik pengumpulan data dilakukan melalui studi literatur terhadap berbagai sumber ilmiah yang relevan, observasi lapangan untuk melihat praktik nilai dalam kehidupan masyarakat, serta wawancara mendalam dengan tokoh pendidikan dan tokoh adat di Sumatera Utara. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan secara sistematis guna menghasilkan pemahaman yang komprehensif mengenai integrasi nilai yang diteliti. Hasil penelitian menunjukkan bahwa terdapat keselarasan yang signifikan antara nilai-nilai Sibghah Al-Washliyah dengan prinsip Dalihan Na Tolu, terutama dalam aspek penghormatan (somba marhula-hula), kebijaksanaan dan kehati-hatian (manat mardongan tubu), serta kasih sayang dan pembinaan (elek marboru), yang sejalan dengan nilai-nilai akhlak Islami. Integrasi kedua nilai tersebut terbukti mampu memperkuat pendidikan karakter Islami yang kontekstual dan berbasis kearifan lokal, mendorong tumbuhnya sikap moderasi beragama, serta meningkatkan kesadaran sosial dan spiritual peserta didik. Dengan demikian, integrasi nilai Sibghah Al-Washliyah dan Dalihan Na Tolu dapat dijadikan sebagai model alternatif dalam penguatan pendidikan Islam yang adaptif, kontekstual, dan relevan dengan dinamika budaya masyarakat Sumatera Utara. Kata kunci: Local Wisdom; Sibghah Al-Washliyah, Dalihan Na Tolu, Pendidikan Islam AbstractThis study examines the integration of Sibghah Al-Washliyah values with the local wisdom embodied in Dalihan Na Tolu to strengthen Islamic character education. Specifically, it explores the alignment between the values of tawhid (monotheism), knowledge, moral conduct, and religious moderation associated with Sibghah Al-Washliyah and the principal ethical commitments of Dalihan Na Tolu. Using a descriptive qualitative approach informed by case study and ethnographic perspectives, the study draws on relevant literature, field observations, and in-depth interviews with educational and customary leaders in North Sumatra. The data were analyzed through data reduction, thematic presentation, and conclusion drawing. The analysis identifies convergences between Sibghah Al-Washliyah values and the principles of respect (somba marhula-hula), prudence in kinship relations (manat mardongan tubu), and care and guidance (elek marboru). These convergences suggest that culturally grounded practices can provide meaningful contexts for interpreting and enacting Islamic ethical values. The study proposes that integrating these traditions may support contextualized character education, religious moderation, and students' social and spiritual awareness. It thereby offers a culturally responsive framework for strengthening Islamic education in North Sumatra. Keywords: Local Wisdom; Sibghah Al-Washliyah, Dalihan Na Tolu, Islamic Education

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