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Doktor Pendidikan Agama Islam, Sekolah Pascasarjana, Universitas Muhammadiyah Surakarta, Jl. A. Yani, Mendungan, Pabelan, Kec. Kartasura, Kabupaten Sukoharjo, Jawa Tengah 57162
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Multicultural Islamic Education Review
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : 30258839     DOI : 10.23917
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Multicultural Islamic Education Review is an open-access and peer-reviewed international journal that invites academicians (students and lecturers), researchers, and scientists, to exchange and disseminate their work, development, and contribution in the area of Islamic Education and Multiculturalism. Title: Multicultural Islamic Education Review Initials: MIER Abbreviation: MIER Publications: Semi-Annually ISSN: on progress (Online) Publisher: Doctor of Islamic Education, Universitas Muhammadiyah Surakarta, Indonesia
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): March" : 10 Documents clear
Progressive Islamic Education through the Lens of Human Essence: Philosophical Foundations and Transformative Strategies Al Mubarok, Fahmi Ulum; Al Manfaluthi, Lutfi Zaki; Arsyi, Annas Dzul; Mubarak, Muhammad Rizq
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9911

Abstract

This study explores the lack of integrative frameworks in Islamic education that connect the concept of human essence with holistic educational goals. It aims to formulate a philosophical foundation for Progressive Islamic Education by analyzing the thoughts of four prominent Muslim scholars: Muhammad Iqbal, Syed Muhammad Naquib Al-Attas, Seyyed Hossein Nasr, and Suhailah Hussein. Employing a qualitative content analysis and comparative literature review, the research investigates how each thinker conceptualizes the essence of humanity and translates it into educational principles. The findings reveal that Iqbal emphasizes willpower and self-formation, Al-Attas underscores adab and the hierarchy of knowledge, Nasr integrates spiritual responsibility and ecological ethics, while Hussein highlights critical pedagogy and social transformation. These diverse perspectives converge in proposing an Islamic education that is spiritually grounded, morally conscious, intellectually rich, and socially responsive. The study concludes that integrating these philosophical insights can reorient Islamic education toward a more progressive and transformative model, empowering learners to become ethical individuals and active agents of change in addressing contemporary challenges.
Bridging Legal Pluralism Through Community-Based Islamic Education: Enhancing Sharia Literacy on Cryptocurrency and NFTs in Indonesia Alqodr, Muhammad Farid Romadhoni; Awaluddin, Ayub; Rohmani, Annas Fajar; Al Farisi, Muhammad Salman
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9912

Abstract

The rapid development of digital finance has led to widespread adoption of cryptocurrency and Non-Fungible Tokens (NFTs), including among Indonesian Muslims. However, a gap remains between state policy and Islamic legal perspectives on the legitimacy of these digital assets. While the Indonesian government recognizes cryptocurrency as a tradable commodity, Islamic authorities such as the Indonesian Ulema Council (MUI) consider it haram due to elements of gharar (uncertainty) and maysir (gambling). This normative divergence, coupled with the absence of integrated sharia-based digital education, creates confusion and increases the risk of speculative or unethical practices. This study adopts a descriptive qualitative approach through library research, drawing on academic literature, state regulations, fatwas, and digital media content. The findings reveal that community-based Islamic education—rooted in platforms such as pesantren, majelis taklim, and digital Muslim communities—plays a strategic role in enhancing sharia literacy. Digital educational media like YouTube, podcasts, and e-learning serve as powerful tools for contextualizing Islamic teachings in the digital economy. Collaborative educational initiatives involving scholars, educators, and influencers have shown positive outcomes in building awareness and ethical understanding of digital financial instruments. This research suggests that integrating fintech content into Islamic educational curricula and empowering da'i and PAI teachers with digital literacy skills are essential to developing an ethically grounded and technologically literate Muslim society.
Inclusive Digital Technology and Islamic Education: Promoting Social Equity for Persons with Disabilities in the Digital Age Afif, Faishal Nur Haidar; Musyaffa, Zaim Hilmi
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9913

Abstract

Persons with disabilities continue to face significant barriers in accessing digital technologies, particularly within educational contexts. The lack of inclusive design and limited digital literacy have contributed to a growing accessibility gap, reducing their ability to fully participate in social, economic, and religious life. This study aims to examine the role of inclusive digital technology in promoting social equity for persons with disabilities and its alignment with the values of Islamic education. A descriptive qualitative approach was employed using library research methods. Data were collected from a range of secondary sources, including international journals, national academic publications, NGO reports, and classical and contemporary Islamic literature. The findings reveal that technologies such as screen readers, voice recognition systems, and virtual assistants significantly enhance digital accessibility and independence for individuals with disabilities. The application of Universal Design for Learning (UDL) principles also proves effective in creating inclusive online educational environments. From an Islamic ethical perspective, digital inclusion is consistent with the objectives of maqāṣid al-sharī‘ah, particularly in preserving religion, intellect, and life. The study implies that collaborative efforts between Islamic educational institutions, technology developers, and policymakers are essential to embed the principles of justice and inclusivity in sustainable digital transformation
Bibliometric Analysis of The Development Map and Direction of Contemporary Learning Research in The Scopus Database 1976-2024 Robbaniyah, Qiyadah; Barry, Aboubacar; Khanom, Jobeda
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.7319

Abstract

This study aims to analyze the development map and research direction related to Contemporary Learning through a bibliometric analysis method with a descriptive approach. Data was collected from the Scopus database in the 1976–2024 period using tools such as R, RStudio, VOS viewer, and Microsoft Excel. The results of the analysis show a significant increase in scientific publications since the early 2000s, with the largest surge occurring in the 2020–2024 period. The United States, the United Kingdom, and Australia were major contributors to the study, with universities such as Monash University leading academic publications. Core themes such as learning, curriculum, and e-learning are identified as key focuses, while subthemes such as machine learning and learning systems offer innovation potential for future research. The analysis of the keyword network highlights that technology-based learning, sustainability, and collaborative approaches play an important role in contemporary education. This study concludes that Contemporary Learning is a growing field with high relevance to digital transformation and global education challenges, providing opportunities for researchers to explore innovative themes that support the development of modern education.
Balancing Freedom of Expression and Authority in Democratic Islamic Education Khalil, Mohammed Thoha; Saputro, Yanuar Mahendra
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9914

Abstract

Islamic education in Muslim-majority countries often grapples with the tension between promoting freedom of speech and maintaining respect for religious authority. This imbalance poses a significant challenge in developing a democratic educational environment that encourages critical thinking while preserving Islamic values. The purpose of this study is to explore how Islamic education can balance these two principles—freedom of speech and authority—within the context of Indonesia, where this issue is highly relevant due to diverse educational practices and cultural expectations. Using a qualitative approach with a case study design, data were collected through in-depth interviews, direct classroom observations, and document analysis across several Islamic schools representing different regions and educational models. The results indicate that while 65% of students feel they are given space to express opinions, significant limitations still exist, particularly in more conservative institutions. Teacher and religious authority remain dominant, often restricting discourse on sensitive topics. However, some schools have successfully implemented democratic strategies such as musyawarah (consultation), allowing greater student participation without compromising religious principles. The findings suggest that a balanced approach is achievable through inclusive teaching methods and policy reforms that support both student expression and religious guidance. This study implies that rethinking pedagogical strategies and investing in teacher training are essential for creating Islamic educational environments that are both democratic and faithful to Islamic teachings.
Optimizing Digital Technology in Progressive Islamic Education to Enhance Public Literacy and Combat Hoaxes Putra, Dhandy Hananthiyo Ardhy; Ayyaisy, Hanif In’am
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9915

Abstract

The proliferation of religious-based hoaxes in digital spaces poses a significant challenge to social cohesion and public literacy among Muslim communities. Inadequate digital literacy, particularly the lack of critical and ethical engagement with online content, contributes to the widespread dissemination of unverified information. This study examines the implementation of Tabayyun.id, a digital platform that integrates Islamic values—particularly the principle of tabayyun (information verification)—as a strategic approach to enhancing digital literacy among Muslims. Employing a qualitative case study method, the research involved website observation, document analysis, and in-depth interviews with developers, religious leaders, and active users. The study focuses on how the platform’s key features—news verification tools, educational articles, and Islamic discussion forums—contribute to shaping user behavior and promoting ethical digital practices. Findings reveal a significant behavioral shift among users, with the rate of information verification increasing from 45% to 85% after engaging with the platform. The forum component also fosters collaborative learning and strengthens digital ukhuwah (brotherhood), with over 500 new threads monthly and high user satisfaction. Despite technical and social challenges such as limited access and digital illiteracy in certain demographics, the platform demonstrates strong potential for broader educational impact. The study concludes that value-based digital platforms like Tabayyun.id can serve as effective tools in progressive Islamic education, offering a model for integrating spiritual values with digital competencies in combating misinformation.
Empowering Muslim Adolescents through Progressive Islamic Digital Literacy to Combat Cyberbullying Putra, Hardiantama Rizki; Abdulhakim, Luqman
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.9916

Abstract

The increasing prevalence of cyberbullying and online harassment presents serious psychological risks for adolescents, particularly among Muslim youth who often lack the ethical and spiritual guidance needed to navigate digital spaces. Existing digital literacy programs tend to emphasize technical skills but fall short in fostering moral resilience and ethical behavior. This study aims to develop an Islamic digital literacy model that strengthens the mental resilience of Muslim adolescents by integrating digital competencies with core Islamic values. Employing a qualitative approach, this research synthesizes secondary data from literature reviews and case studies of value-based digital education programs. The results indicate that adolescents exposed to Islamic digital literacy demonstrate significant improvements in risk perception, critical thinking, and emotional regulation, as well as heightened mental health literacy. Website features that combine digital ethics education with Qur’anic and Hadith-based content provide both preventive and formative benefits. The integration of interactive features and family engagement is also essential to enhance the platform’s pedagogical and emotional impact. These findings highlight the importance of progressive Islamic education in addressing contemporary challenges and offer a practical framework for fostering ethical, spiritually grounded, and psychologically resilient Muslim youth in the digital era.
Implementation of the TPACK Approach in Islamic Religious Education Learning at SMA Negeri Karanganyar Saputro, Yogi Muhammad; Asmara, Linda; Fiddarain, Zaduna
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.10079

Abstract

This research aims to describe and analyze the implementation of the Technological Pedagogical and Content Knowledge (TPACK) approach in Islamic Religious Education (PAI) learning at SMA Negeri Karanganyar. TPACK is a conceptual framework that combines three main components in modern learning, namely content mastery, pedagogical strategies, and the use of technology. In the context of PAI learning, the application of this approach is important to address the challenges of the digital era without losing the essence of religious values. This study uses a descriptive qualitative approach with data collection techniques in the form of observations, in-depth interviews, and documentation involving teachers, students, and learning materials. The research results show that the teachers' mastery of content knowledge is quite good, but the pedagogical and technological aspects have not been optimally integrated. The learning strategies are still conventional and teacher-centered, while the use of technology is limited to non-interactive visual presentation media. The Lesson Implementation Plan (RPP) does not yet reflect a systemic synergy between technology, pedagogy, and content. The obstacles faced include a lack of practice-based technical training, limited technological infrastructure, and cultural resistance to the digitalization of religious education. In conclusion, the implementation of TPACK in PAI learning at SMA Negeri Karanganyar is still in its early stages and requires strengthening in the aspects of planning, execution, and institutional support. Improvement strategies are needed in the form of structured training, provision of digital facilities, and reform of pedagogical culture to encourage more contextual, participatory, and adaptive PAI learning in the digital era.
A Systematic Literature Review on the Integration of Epistemological Theories in Educational Management Practices Rifai, Alfan; Wachidi, Wachidi; Taqiyuddin, Yusuf Mukhtar; Haqiqi, Muh Adam; Ali, Mohammad
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.10210

Abstract

The integration of epistemological theories into educational management has received limited scholarly attention, despite its potential to enhance the effectiveness and responsiveness of educational leadership, curriculum design, and policy-making. This study aims to systematically identify, analyze, and synthesize relevant literature on how key epistemological theories—namely constructivism, empiricism, rationalism, and pragmatism—are applied in the context of educational management. Using a qualitative Systematic Literature Review (SLR) approach, 40 peer-reviewed articles published between 2013 and 2023 were selected through a rigorous search in databases such as Scopus, Web of Science, ERIC, and ScienceDirect. The analysis was conducted using Braun and Clarke’s thematic analysis framework to extract dominant themes, trends, challenges, and conceptual implications. The findings show that epistemological integration influences strategic planning, teaching evaluation, institutional governance, and leadership development. Constructivist approaches foster participatory and reflective management practices; empiricism supports evidence-based decisions; rationalism emphasizes systematic reasoning; and pragmatism promotes contextual and flexible policy-making. However, institutional challenges such as epistemological illiteracy among decision-makers and the lack of cross-disciplinary dialogue limit broader implementation. This study offers a theoretical foundation and practical recommendations to embed epistemology into educational management, while also highlighting the need for further empirical research to operationalize these frameworks in diverse educational contexts.
Bibliometric Analysis of Religious Education Systems in Schools: Trends, Themes, and Future Directions Latifatul Inayati, Nurul; Rohmani, Annas Fajar
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.10333

Abstract

This study conducts a bibliometric analysis of research on "Religious Education Systems in Schools" to identify trends, themes, and future directions. Data was sourced from the Scopus database covering 1915–2024, with 723 relevant documents analyzed using tools such as R, RStudio, VOSviewer, and Microsoft Excel. A systematic three-stage process was employed to assess publication trends, thematic clusters, and relationships among research elements. The results indicate a steady growth in publications, particularly after 2000, with a peak in 2023. Key themes include integrating religious values into curricula, the role of religious education in shaping national identity, and emerging topics on gender and diversity. Dominant keywords such as "education," "curriculum," and "multiculturalism" emphasize the focus on inclusivity and innovation. Countries like the USA, UK, and Israel lead in research output, while Indonesia emerges as a significant contributor from the Global South. The study highlights opportunities for future research, including integrating technology in religious education, fostering interreligious dialogue, and addressing social equity through inclusive frameworks. This bibliometric analysis provides a roadmap for educators, researchers, and policymakers to enhance the relevance, inclusivity, and global impact of religious education in schools amidst evolving societal challenges.

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