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Muslim Education Review
Published by Universitas Islam Internasional Indonesia
ISSN : 28291867     EISSN : 29626463     DOI : https://doi.org/10.56529/mer
Core Subject : Education, Social,
Social Sciences Other
Focus: is to engage in concepts, practices, and policies of education in Muslim world.  Scope: is to address issues concerning curriculum and teaching, policy, and pilosophical underpinning educational practices in the Muslim world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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A Closer Outlook at the Curriculum Policy for Disability Students at Islamic Higher Education Assegaf, Abd Rachman
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.165

Abstract

Hidden behind insufficient data, the number of persons with disabilities is growing in surface. Like a pyramid, disability students are high at the primary level but drop off at the secondary, and particularly at the university level. An estimated data (2016) indicates that Indonesian people with disabilities have reached 12,15%. Out of 29 State Islamic Universities (Universitas Islam Negeri or UIN), a very limited number of campuses are inclusive. UIN Yogyakarta is considered the first inclusive campus, while UIN Surabaya is underway. This study tries to look closer at the curriculum policy for disability students at the above-mentioned UINs. The research method applied in this study is a combination of policy analysis and case study. Sources of evidence and information are documentation (digital and printed materials), direct observation and interview with 7 informants. The research findings can be summarized into several points: first, inclusive practices at UINs have gradually developed to meet the global demand for education for all and national policies on disabilities. However, during their learning process, disabled students have met barriers and difficulties in communication, social interaction, and using multimedia and accessible infrastructures. Second, curriculum policies and strategies have already been standardized by the national law of education and adopted by UIN’s authorities into syllabi and subject materials. UIN Yogyakarta has modified Universal Design for Learning (UDL) model, and UIN Surabaya maintains an integrated curriculum to solve the problem of disabilities. Third, both UINs have provided facilities and support systems, hardware and software, but need to be upgraded, and in some cases are ineffective.
Understanding Indonesian Indigenous Leadership in Higher Education: A Study of Islamic and Hindu-Based Universities Kultsum, Ummi; Swastini, Ni Komang Arie; Mahardika, I Gusti Ngurah Agung Wijaya
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.166

Abstract

This study examined how Islam and Hinduism influence leadership practices in religion-based higher education institutions. Exploration studies were conducted in two areas, Tangerang and Bali. Eight participants were interviewed, including vice deans and heads of departments. The research findings revealed that cultural and spiritual values in leadership are deeply embedded in their character. The values, such as spirituality and trust, emerge as crucial essential traits within friendly relations. Likewise, leadership characteristics manifest in Hindu concepts that display religious values. Concepts such as Karmapala, Swadarma, and Karma Dharma Yoga strongly connect with Islamic values where being a leader is considered God's Trust (amanah) and fulfilling leadership responsibilities is considered an act of worship (Ibadah).
Examining Effective Management and Leadership Strategies in Conflict Resolution: A Case Study of Conflict Management in Private Secondary Schools Sintapertiwi, Dhian; Ali, Andi Ibrahim; Andika, Mayola
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.167

Abstract

This study highlights private schools' management and leadership strategies in dealing with conflicts. School conflicts occur for many reasons. To address the conflicts effectively, schools need to have the ability to thoroughly examine the root cause of such conflicts. The impact on school development in terms of performance largely depends on how school leaders effectively manage and address conflicts. This qualitative research specifically choose private schools due to their autonomy, which distinguishes them from public schools in terms of decision-making and leadership approaches. Data was collected through semi-structured interviews, and analysed using manual thematic analysis methods. This study discovered that conflicts often occur within the scope of appointing new school principals, upholding the integrity of school members, and managing the resistance among teachers. The strategy predominantly used in schools in this study is a win-lose approach, where problems are resolved quickly without considering the need for negotiation. The two schools investigated in this study view future conflicts as a form of competition with other schools, placing strong emphasis on the significance of fair policies for all, and the stakeholders’ trust as the main key.
Double Degree Transnational Curriculum: University Internationalization Efforts in Malaysia with British Universities Raya, Moch. Khafidz Fuad
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.101

Abstract

Higher Education (HE) is central to advancing a nation's civilisation. In the modern context, HE has been polarised into a different practice discourse. This is the effect of globalisation which orients the neoliberal economic paradigm. This current resulted in a massive change in orientation (reform) of HE in Malaysia, which forced policymakers to internationalise HE. One of them is the transnational double degree program. British universities are considered the most suitable partners for this program due to several factors, such as the historical trajectory of British colonialism and imperialism towards Malaysia. This study uses a qualitative approach with ethnographic and documentary methods. Using the theory of "postcolonial and education" as an analysis of the findings has shown how the spectrum of colonial influence was on the education of the former colonies. Education is considered a strategy for seeding international educational networks, as in other regions. Another finding is that the originators or writers of this curriculum face a series of latent problems, such as differences in the academic and cultural climate between the two countries, different regulatory rules, and a shared credit system that still needs to be fully synchronised. This article creates a new finding that the internationalisation of HE through creating a transnational double degree curriculum is maximising HE marketing efforts amidst the current wave of globalisation competition.
Do Teachers’ Beliefs in the Rationale for Learning and teaching Arabic Support the Intended Specific Purpose? Sayeed, Mahmud bin
Muslim Education Review Vol. 3 No. 1 (2024)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v3i1.159

Abstract

The present study was developed to assess teachers' beliefs on (1) the rationale for learning Arabic in independent Muslim secondary schools in the UK; (2) Arabic language resources used at these schools; (3) the types of Arabic taught in these schools. Four independent Muslim secondary school teachers of Arabic from Greater London, Birmingham, and Walsall participated in this small-scale qualitative study. Through the semi-structured interview schedule, teachers were asked to answer questions about the rationale for learning Arabic, what types of Arabic they teach, and the resources they use to support the intended goals. Thematic analysis was used to examine the data. Overall findings imply that teachers typically hold similar opinions regarding the three subjects under consideration. Since many teachers exhibit attitudes that imply limited awareness of the desired results, the article discusses the necessity of introducing modules on Arabic for special purposes and Arabic language teacher training programmes. The report advises authors and policymakers to provide resources tailored toward Arabic for specific purposes.
Scholarly Discourse on Equity, Inclusion, and Education by Scholars in Indonesia: A Bibliometric and Science Mapping Analysis Moosa, Visal; Rizkyanti, Charyna Ayu; Sumintono, Bambang
Muslim Education Review Vol. 3 No. 1 (2024)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v3i1.178

Abstract

Equity, inclusion, and education are remarkable elements encompassed in the United Nations sustainable development goals (SDGs). As such, there is a growing number of publications on these topics presenting some challenges to envision an overarching understating of the connections among these subjects. Hence, the purpose of the current study is to explore the body of research that involves equity, inclusion, and education that is contributed by Indonesian academia by employing bibliometric and science mapping analysis. The search was conducted on SCOPUS database which resulted in some 400 plus documents after applying the pre-defined inclusion and exclusion criteria. Data was analyzed employing various bibliometric analysis indicators such as number of publications, contributing institutions, citation, co-citation, and keywords. Microsoft excel and VOSviewer software was employed for conducting the analysis. The findings revealed that the number of publications and citations on the topics has been quiet fluctuating. Analyses of the intellectual and conceptual structure revealed that trans-disciplinary nature of scholarship on the topic. Based on the findings, the needs for a greater emphasis on research in these areas by Indonesian institutions/researchers are realized. It is also suggested that researchers employ an integrated approach by investigating variables from the policy and practice perspectives as well as at an organizational or systemic level. The findings are string support that education is an integral component of achieving equity and inclusion which should be taken into account while devising policies and implementing the same.
Nurturing Young Muslim Students as Part of Minority Group in American Society Dellarosa, Maretha; Windarto, Titus Eko
Muslim Education Review Vol. 3 No. 1 (2024)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v3i1.180

Abstract

Placing a religious foundation in the early generation presents challenges for Muslims, especially when religion is not part of academic curricula. Even though there has been debates on religious teaching, the significance of infusing religious values remains unquestionable in students’ lives. Those who need to deepen their religious faith enroll in religious classes outside school activities. The present article sets out to examine two Muslim teachers’ efforts to nurture young Muslims’ identity and the challenges they encounter. In doing so, this study employs the Early Years Foundation Stage (EYFS) and identity theory as theoretical frameworks. The findings of this qualitative study add to the literature on the importance of nurturing Muslim students’ identity in a non-Muslim country, the U.S. This is important because the ongoing hate against Islam in a post-9/11 world causes Muslim and Muslim-looking students to face religious discrimination on academic grounds. We argue that infusing Islamic values to young Muslim students serves as a strong foundation for students’ spiritual development.
“Fatherman” On the Move: Social Transformation Strategy in Indonesian Family Education Lestari, Lenni
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.193

Abstract

“Fatherlessness” has long been a worldwide issue and social trend of our time. Research suggests that high-risk children in single-parent homes have nearly five times greater chance of developing mood disorders than those in co-parenting households. This article discusses “Fatherman”, an agency that voices the vital role of fathers in becoming psychological heroes for their children. The study aims to explore the strategy of the “Fatherman” agency in educating parents in Indonesia and to understand how “Fatherman”’s initiatives relate to gender roles and their broader impact on Indonesian society. This study employed a qualitative research approach by utilizing the content analysis method on several “Fatherman” social media accounts and books. The findings of this study revealed that the strategy adopted by the founders of the “Fatherman” account, namely Ustadz Bendri Jaisyurrahman and Ayah Irwan Rinaldi, makes fathers aware of their important role in the domestic sphere. This can be seen from the testimonials of online course participants, followers of the “Fatherman” account, and readers of the “Fatherman” books. Furthermore, the understanding of fatherhood has changed over time. Fatherhood has always been a multifaceted concept, from just being a provider (nafaqah) to becoming a role model for children, giving marital support, and nurturing. Based on a gender perspective, “Fatherman” still seems ambiguous and semi-patriarchal. The fundamental barrier is that masculinity, as currently constructed, becomes a tension for men to be fully involved in nurturing and household work. While “Fatherman” aims to encourage fathers to actively engage in parenting, they advertently reinforce gender superiority or perpetuate traditional gender roles. The social transformation that “Fatherman” offers is a changing perception of a father’s role in nurturing. Certainly, there is no “one-size-fits-all” solution to the fatherlessness crisis in Indonesia today. However, “Fatherman” agency will be one of the leading voices in providing an understanding of the father’s role.
The Nature and Process of Meaning-Making in Text-Based Classroom Discussion of an American Islamic School Parlindungan, Firman; Rodgers, Adrian
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.194

Abstract

This study aimed to uncover how elementary school students and their teacher make meaning as they participate in text-based classroom discussion at an American Islamic school. One English language art teacher and 20sixth grade students participated in this study. We employed a case study design with classroom observation, field notes and documentation as tools for data collection. The gathered data were analyzed qualitatively. We found that the classroom talks in discussing textual information followed the traditional I-R-E (Initiate-Respond-Evaluate) pattern in which the teacher held control over turn-taking opportunities and interpretive authority. The students’ participations in this discourse were restricted to remembering facts, rules and procedures found in the text in which their responses were limited and brief. In contrast, the classroom talks about extratextual information as well as about Islamic knowledge and values were more dialogic in which the conversational flow was not directed by the teacher. The students’ responses were longer with elaborated explanation or reasoning to support their position. Their Islamic cultural backgrounds and practices also enabled them to extend the discussion and make better sense of the text. These findings indicate that teachers’ didactic strategy in conducting text-based classroom discussion shapes whether students would have meaningful interaction or not. We subscribe to the view that meaning of text and knowledge construction are not solely derived from the text or defined by one person. Instead, they can be co-constructed in dialogic discussion that challenges various voices, tensions and conflicts between members of the class.
Born or Made: Weighing Up Nature vs Nurture Complexities in Choosing Islamic Boarding School Leaders Supriyono, Supriyono; Rahmah, Tazkia Aulia; Hermansyah, Eka
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.195

Abstract

One fundamentally plagued debate on leadership is whether leaders are born or made: nature vs nurture. Existing studies have either supported or opposed each of the arguments. Yet the literature that discusses this topic in the educational context is still limited. Despite the condition, an interesting tradition has been practiced within Indonesia’s Islamic boarding schools—colloquially known as pesantren—where in appointing its leaders, most of them depend on heredity. This study aims to garner the responses of pesantren future leaders about the hereditary leadership system in pesantren, focusing on perception, reflection and projection inquiries. This phenomenological study relies on in-depth interviews to collect the data, whilst employing triangulation of the data sources with three pesantren future leaders in East and Central Java. The findings show that by weighing up the positive and negative implications of the pesantren’s hereditary leadership, converging it with the meritocratic system appears to be salutary, given it ticks all the boxes of three human developmental facets: physical (leadership gen), cognitive (intellectual ability) and socio-emotional (moral integrity). In this regard, the hereditary-meritocratic convergence system could help pesantren run its leadership selection with both nature (intrinsic) and nurture (extrinsic) deliberations, as supported by the Western-secular and Islamic scientific discourses. Yet, despite the positive outcome, it also leaves a critical question on the side of the meritocratic system on why meritocracy dismisses genetic considerations given studies have proved that leadership is indeed influenced by both genetics and environment. The findings call for further investigation on the hereditary-meritocratic convergence system in choosing school leaders—especially in the pesantren context—that despite the meritocracy, heredity, too, could be a pivotal cogitation.

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