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 65 Documents
 3   4   5   6   7 
Digital Learning for Religious Moderation: Assessing the Impact of MOOCs on Understanding Wasathiyah Islam Muhamad Maulana; Fitri Amalia; Nafisah; Nabila Nindya Alifia Putri; Destina Wahyu Winarti
Muslim Education Review Vol. 5 No. 1 (2026)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v5i1.470

Abstract

This study examines the impact of Massive Open Online Courses (MOOCs) in improving students' understanding of Wasathiyah Islam, a concept that calls for balance and moderation in Islamic teachings. With the growing number of religious extremism and intolerance, the issue of religious moderation has become prominent, as it is a basis for promoting tolerance, peace, and cooperation among diverse communities. However, there is a lack of empirical research investigating the impact of online learning, like MOOCs, on promoting religious moderation. To fill this gap, this study applied a quantitative approach using pretest and posttest analysis to measure participants' knowledge enhancement. The results showed a significant improvement of students' understanding, with a pretest logit score of 0.63 increasing to a posttest logit score of 4.45. Although the high standard deviation—the dispersion was relatively high, which indicated that most students' comprehension levels vary—Wilcoxon Signed Rank Test validated a statistically significant improvement: Z = -4.675, p < 0.001. This improvement score confirms the effectiveness of the MOOC in enhancing students’ understanding of Wasathiyah Islam. Further, data based on the Likert scale indicated mean scores increasing from 31.81 to 43.03, with 28 out of 32 showing improvement. These findings underline the potential of MOOCs as strong tools for strengthening religious moderation and suggest that through e-learning, societies could be more knowledgeable and peaceful—thus overcoming most of the current challenges of intolerance and extremism.
Governance Transformation in Indonesian Islamic Higher Education: Autonomy, Institutional Reform and Global Competitiveness Budi Waluyo
Muslim Education Review Vol. 5 No. 1 (2026)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v5i1.495

Abstract

This article examines how autonomy and institutional reform shape global competitiveness in Indonesian Islamic higher education. It asks how Islamic higher education institutions understand global competitiveness, how governance arrangements shape institutional reform, and what challenges emerge when autonomy, religious identity and international academic expectations intersect. Drawing on a qualitative comparative case study of three Islamic higher education institutions, this article examines how different governance arrangements, i.e. semi-autonomous public university (BLU), legal-entity public university (PTN-BH), and Muhammadiyah-affiliated private university, shape institutional strategies and responses to global competitiveness. The findings show that global competitiveness is not understood through a single model. In the semi-autonomous public university, competitiveness is framed as gradual institutional upgrading; in the legal-entity public university, it is framed as international positioning from inception; and in the Muhammadiyah-affiliated private university, it is framed as substantive international engagement rooted in social and religious mission. The article further shows that autonomy creates organizational space for reform, but does not automatically produce research capacity, international visibility, or academic excellence. Semi-autonomous governance provides limited flexibility under strong state supervision; legal-entity governance expands discretion while shifting sustainability risks to the university; and Muhammadiyah-affiliated private governance enables agility while intensifying dependence on tuition, foundation authority and market positioning. The article argues that governance transformation in Islamic higher education involves negotiated adaptation rather than convergence toward a single global model.
Phone in Hand, Mind Elsewhere: Phubbing, Academic Engagement and Social Connectedness among Nigerian Undergraduates Lawan Bappah; Umaru Hyelhara Mshelia; Musa Hauwa Babaji
Muslim Education Review Vol. 5 No. 1 (2026)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v5i1.565

Abstract

Smartphones now occupy a central place in the social lives of university students, yet their consequences for academic engagement and interpersonal connection are not always straightforward. This study examined the prevalence of phubbing, defined as the use of a smartphone during face-to-face interaction, and its associations with academic engagement and social connectedness among 381 undergraduates at the Federal University of Kashere, Nigeria. A correlational survey design was employed, with participants selected through stratified random sampling. Data were collected using validated measures of phubbing, academic engagement and social connectedness. Descriptive statistics and simple linear regression were employed for data analysis. The findings revealed that phubbing was moderately prevalent among undergraduate students. Furthermore, phubbing significantly predicted lower levels of academic engagement and social connectedness, indicating that increased engagement in phubbing behavior is associated with reduced involvement in academic activities and weaker interpersonal connections within the university environment. These findings extend the growing body of evidence on the adverse consequences of phubbing in a Nigerian higher education context and carry implications for digital literacy policy and student support services.
Systems Thinking Approach in Chemistry Education: How to Design Its Measurement Test Asih Widi Wisudawati; Septy Nur Fadhilah
Muslim Education Review Vol. 5 No. 1 (2026)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v5i1.586

Abstract

The systems thinking approach in education requires analytical skills to examine complex problems and systems across multidisciplinary subjects. This approach focuses on how students analyze the components within systems and the interactions between subsystems that shape dynamic behavior. In education, systems thinking can engage multiple disciplines including science, social studies and religious studies. In chemistry education, however, this approach is recommended at the molecular level, reflecting the particulate nature of matter. While there are various systems thinking research reports in chemistry education, assessment tools to analyze the molecular basis of sustainability using this approach remain limited. This paper is aimed to design a chemistry test framework aligned with the systems thinking strands. Accordingly, this paper explains how to develop a construct map and design items, following the cyclical assessment development from Wilson’s four building blocks models. This resulted in a construct map assessment design that follows the four stages of systems thinking—identifying components, understanding their interactions within a dynamic system, calculating the involvement of these components based on the molecular basis of sustainability, and encouraging students’ mechanistic reasoning. According to the item design process, this paper merely reports the results of a pilot project and calculates content validity index using Aiken’s V. Here, we involved two experts, two teachers and 102 students who completed the test draft. The results show that the pattern of students’ answers follows the rubrics, and the test design is good. This study highlights the novel framework and its rubrics, but they need to be extended in the subsequent cycle of constructing measurement.
Balancing Academic and Parental Responsibilities: Exploring the Role of University Day-Care Programs for Student Parents Iin Afriyanti Umar; Irkham Zamzuri; Muhammad Fayyaz Mumtaz
Muslim Education Review Vol. 5 No. 1 (2026)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v5i1.588

Abstract

This study is intended to explore how university day-care programs can assist and provide aid to student parents in balancing their studies and parental duties. The methodology of this study uses qualitative research methods, with in-depth interviews being employed to explore the experiences, challenges, benefits and attitudes of student parents involved in university day-care facilities. Upon the research, the findings revealed that student parents face complex challenges in managing academic and child care responsibilities, highlighting the importance of effective time management and support systems. Additionally, the quality of day-care services offered by the university significantly influences their ability to face these responsibilities successfully. Feedback from student parents emphasized the need for universities to ensure quality care, provide necessary resources, and implement supportive policies. Moreover, recommendations from these participants include prioritizing a safe environment, credible administration, excellent instructors, appropriate curriculum, sufficient space, sanitation, a variety of activities, and effective communication with parents. Enhancing university day-care programs based on these findings can create a more supportive and inclusive environment for student parents, facilitating their ability to balance academic and parental responsibilities.

Page 7 of 7 | Total Record : 65

 3   4   5   6   7 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 2 (2025) 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)