cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Tati D. Wardi
Contact Email
mer.journal@uiii.ac.id
Phone
-
Journal Mail Official
mer.journal@uiii.ac.id
Editorial Address
Jl. Raya Bogor, Cisalak, Kec. Sukmajaya, Kota Depok, Jawa Barat 16416
Location
Kota depok,
Jawa barat
INDONESIA
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
 2   3   4   5   6 
Storytelling and Creative Writing: Critical Literacy Practices in a Community Learning Center in Central Java Sakhiyya, Zulfa; Moore, Leslie; Wardi, Tati
Muslim Education Review Vol. 4 No. 1 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i1.291

Abstract

Despite providing flexible, accessible and relevant learning opportunities to Indonesia’s marginalized groups, the equivalency program is looked down upon and its students are labelled with the stigma of second-class students. By co-constructing qualitative data through document analysis, site visits and interviews with the principal, facilitators and students of Omah Dongeng Marwah, a community learning center which provides a high school equivalency program in Kudus Central Java, the current study challenges such stereotypes by exploring critical literacies as practiced in the community learning center. This study argues that meaningful literacy practices, especially storytelling and creative writing, can be effective and viable mechanisms to enhance literacy learning, and build student agency and voice. Our findings reveal that storytelling might contribute to the improvement of reading skills as students are exposed to diverse narratives, while creative writing offers a space where students can practice articulating their ideas and feeling in authentic and meaningful ways. More importantly, storytelling and creative writing as practiced in the learning process have given underprivileged students opportunities and agency to define themselves despite being marginalized.
Exploring the Meaning of the Secret Book of Bainal Haq as a Literature Learning: A Study of Ludwig Wittgenstein's Philosophy of Language Chaer, Hasanuddin; Rasyad, Abdul; R., Januari Rizki Pratama; Setiawan, Irma; Hidayat, Rahmad; Ramdhani, Marlinda
Muslim Education Review Vol. 4 No. 1 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i1.448

Abstract

This article delineates the stylistic similarities between Hölderlin's poetry and Sufi poetry within the manuscript of the 'Secret Book of Bainal Haq'. Accordingly, this research aims to highlight the shared stylistic features found in both types of poetry within the context of understanding the existence of God. The expressions of Sufi poetry contained therein reflect universal spiritual symbols capable of transcending cultural and historical boundaries. The Sufi literary discourse in the 'Secret Book of Bainal Haq' is connected to past literary traditions and anticipates the future direction of literature, as reflected in the poetry and metaphors used in the manuscript. This research approach adopts a qualitative descriptive content analysis method, employing Wittgenstein's 'Philosophical Investigations' approach. The research findings demonstrate that this approach effectively traces the relationship between transcendental existence (God) and religious aspects through Sufi literature in the 'Secret Book of Bainal Haq'. Within the framework of this research, the philosophy of language is considered an effective tool for understanding transcendental existence through literary discourse.
Implementing Religious Moderation Values at Islamic Schools in Indonesia Zulfa, Siti; Defianty, Maya; Mulyati, Yatni Fatwa
Muslim Education Review Vol. 4 No. 1 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i1.449

Abstract

Religious diversity in Indonesia demands its citizens to be moderate as they encounter religious affairs in society. Educators have made substantial efforts in many contexts, including in Madrasah Aliyah, to enable students to embrace the values of religious moderation not only in academic settings but also on a daily basis. This study aims to identify how a Madrasah Aliyah promotes religious moderation values, including students’ responses towards the notion. This study used a qualitative approach and case study design. The research instruments used questionnaires and semi-structured interviews. This study was situated in the scope where the school implements Islamic concepts in learning, which involved a teacher and 32 students. The data for this study is gathered from questionnaires and interviews. The study found that the values of religious moderation are promoted through learning activities supported by the school’s system. Being fair, tolerant, respecting differences, helping others, being honest, humble, cooperative, peaceful, responsible, and being a role model are religious moderation values promoted by the school. These values are embedded in all stages of learning. Also, this study discovered that teachers and students have implemented religious moderation values during teaching and learning. This study has shed light on how religious moderation values can be implemented in Madrasah Aliyah, and students can integrate those values into academic and actual life conditions.

Page 6 of 6 | Total Record : 53

 2   3   4   5   6 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022)