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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. 2 (2025): October" : 10 Documents clear
Deconstructing Islamic Religious Education (IRE) Materials to Foster Multicultural Awareness Among Millennial Students Farouq, Yazdan; Khalil, Mazin; Yahya, Thaufiq Ilham Dwi
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.10181

Abstract

Indonesia’s cultural and religious diversity presents both an opportunity and a challenge for education. However, Islamic Religious Education (IRE) in schools remains largely normative and ritualistic, offering little engagement with multicultural values. This study aims to deconstruct IRE materials to promote multicultural awareness among millennial students. Using a qualitative descriptive method with a case study approach, data were collected through interviews, observations, and document analysis involving teachers, students, and school leaders in socially diverse senior high schools. The findings reveal that current IRE textbooks predominantly emphasize jurisprudence and theology while marginalizing themes of tolerance and interfaith dialogue, resulting in varied student attitudes toward diversity—from inclusive to exclusivist. By applying deconstructive strategies such as contextual reinterpretation of Qur’anic verses, incorporation of cross-cultural case studies, and the use of digital media and experiential learning, teachers can reshape IRE into a more inclusive, humanistic, and context-sensitive subject. This study implies the need for systemic curriculum reform and teacher professional development to align Islamic education with the values of pluralism and democratic coexistence, thereby strengthening social cohesion among Indonesia’s youth.
The Transformation of Education: Democracy and Humanism in Achieving SDGs Amidst Global Challenges and Post-Humanistic Policies Kaya, Emir; Aydın, Selim; Kaya, Defne
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12498

Abstract

Global education policies influenced by post-humanism and technocracy risk shifting the focus from democratic and humanist values to technical efficiency. International frameworks, such as those from UNESCO and the OECD, emphasize productivity and technical skills, often at the expense of social values, human rights, and democratic participation. This approach neglects character development and critical thinking, essential for socially aware citizens. To counter this, education policies must align with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). Citizenship education should foster awareness of social rights, responsibility, and active participation. SDG 4.7 highlights the importance of inclusive democratic education that promotes diversity, equality, and empowerment. Additionally, integrating social and emotional learning (SEL) enhances collaboration, critical thinking, and respect for differences, reinforcing democratic societies. By aligning education with SDG targets, policymakers can ensure that education fosters ethical leadership, civic engagement, and sustainable social development. This approach underscores the need for policies that balance quantitative outcomes with character formation, building a more inclusive and democratic future
The Transformation of Islamic Educational Leadership in a Multicultural Society: A Theoretical Review Based on Critical Literature Al Hadi, Abil Fida Muhammad Qois; Muh. Nur Rochim Maksum; Intan Dian Saputri; Syahrul Adam Salleh Ibrahim; Ammar Wangyee
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12098

Abstract

This article aims to examine and formulate a new conceptual framework for transforming Islamic educational leadership within multicultural societies. The study is grounded in the sociocultural reality of Indonesia a nation marked by extensive cultural, ethnic, and religious diversity which demands a more inclusive, adaptive, and transformative model of leadership in Islamic education. Although prophetic values such as amanah (trustworthiness), fathanah (wisdom), shura (consultation), and ‘adl (justice) have long served as normative foundations of Islamic leadership, their implementation in educational institutions remains largely centralized and insufficiently responsive to social plurality. Utilizing a qualitative library research approach, this study analyzes primary and secondary literature published between 2020 and 2025, including contemporary leadership theories, classical Islamic texts, and recent empirical findings. The results indicate that integrating Islamic values with modern leadership theories such as transformational and distributed leadership can enhance institutional capacity to create equitable, participatory, and context-sensitive learning environments. This article proposes five key pillars for leadership transformation: responsiveness to multiculturalism, synthesis of Islamic values with modern theory, moral exemplarity, impact-based effectiveness, and convergence between prophetic ethics and strategic management. The study offers an original conceptual contribution for developing Islamic educational leadership models capable of addressing the challenges of pluralism and fostering institutions rooted in the principles of rahmatan lil ‘alamin (a mercy to all creation).
Cognitive-Based Concept Mapping for Designing IRE Materials: Enhancing Meaningful Learning through Structured Knowledge Budihargo, Mush'ab Umar; Musyaffa, Zaim Hilmi; Mabrury, Azzam
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12336

Abstract

This study investigates the effectiveness of concept maps, grounded in Cognitive Load Theory (CLT) and Dual Coding Theory (DCT), in promoting meaningful understanding within Islamic Religious Education (IRE) as an alternative to rote-based pedagogy that hinders deeper conceptual and reflective learning. Using a quasi-experimental pretest–posttest control-group design with two intact eleventh-grade classes at a public senior high school, the experimental group was taught with cognitively informed concept maps while the control group received traditional lectures; cognitive gains in conceptual understanding were measured via pretest and posttest assessments. Results show that the experimental group achieved significantly higher posttest scores and greater improvement, with concept maps reducing extraneous cognitive load, enhancing dual-channel information processing, and integrating abstract Islamic values into coherent conceptual structures; students also exhibited increased engagement, participation, and reflective thinking. Although limited to two classes and a single instructional topic—and without assessing long-term retention or affective outcomes—the findings indicate that cognitively grounded visual strategies can enhance conceptual learning and warrant consideration in IRE instructional and curricular design. The study contributes to the underexplored domain of cognitive theory–driven visual strategies in religious education by combining CLT and DCT with concept mapping to propose a novel pedagogical model that supports both cognitive efficiency and meaningful understanding in faith-based learning contexts.
Exploring the Intersection of Democracy and Islam: Trends, Themes, and Emerging Research in Political Systems and Social Movements Abdulrohim E-sor; Md. Ishaque
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12338

Abstract

A bibliometric investigation of the relationship between Islam and democracy in scholarly works produced between 2019 and 2025 is the goal of this project. With an emphasis on Islamism, authoritarianism, and democratic government, the main goal is to uncover important themes, trends, and prominent writers. The theoretical framework examines how political Islam interacts with democratic institutions, particularly in nations with a majority of Muslims, and is centered on the conflict between Islamic beliefs and democratic norms. Bibliometric methods were used in a quantitative way. A Boolean search of the Scopus database was used to gather data, and after applying particular inclusion criteria, 149 documents were found. The analysis made use of Microsoft Excel, VOSViewer, and R/R-Studio for network visualization, document analysis, and citation analysis. The findings demonstrate that Islamism and democracy predominate in the field of study, with an increasing emphasis on authoritarianism and the difficulties in reconciling Islamic principles with democratic ones. Pakistan, Indonesia, and Turkey were noted as major contributors to this discipline. New subjects like social justice, identity politics, and polarization are becoming more and more prominent in the conversation. The study advances our knowledge of the relationship between Islam and democracy and offers scholars and decision-makers insightful information. It also provides a thorough overview of international studies on these subjects, highlighting new developments in political Islam and democracy. This study adds something special to the literature since it is among the first to integrate bibliometric analysis with thematic research on Islamism and democratic government.
Exploring the Global Development of Artificial Intelligence in Educational Practices Merliana, Miranti; Tanzil, Muhammad; Qaylan, Nadzir
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12364

Abstract

The rapid integration of Artificial Intelligence (AI) into global education systems has transformed learning processes, yet the existing literature remains fragmented, lacking a comprehensive understanding of its global research dynamics . This study aims to determine the mapping of the development and direction of education and technology research in publications indexed by Scopus. This research uses bibliometric analysis techniques to explore all publications indexed in the Scopus database on education and technology from 2014 to 2024. Data analyzed using Excel and R/R-Studio. VOSviewer is used to perform visual analysis of the simultaneous occurrence of keywords and document quotes. The author found 381 publications that matched the function, subject and criteria specified. The results of this research show an annual growth rate of 6.25% with the most publications about technology in 2013. Taiwan is the country that contributes the most publications with affiliation from education technology University Taiwan. Hwang G.J is the most productive writer on the theme of education relevant to technology. The bibliometric analysis carried out was limited to Scopus data. Other national and international databases were not taken into account in this study. This research presents a brief overview of the literature accessible to researchers working in the fields of Education and technology that provides recommendations for future research.
How Islamic Religious Education Fosters Reflective Thinking Skills in a Multicultural and Democratic Context Rafi, Mirzael; Qameer, Naufal; Salonen, Eric
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12475

Abstract

The low level of students’ reflective thinking skills in Islamic Religious Education (IRE) remains a significant challenge, largely due to the dominance of rote-based and textual approaches in instructional practices. This study aims to explore how IRE subject matter contributes to the enhancement of students’ reflective thinking, focusing on three key dimensions: problem understanding, evaluation and organization of knowledge, and solution development. Employing a qualitative descriptive approach, the study involved classroom observations and interviews with 58 high school students engaged in IRE learning. The findings reveal that IRE content—particularly materials with contextual and moral dimensions, such as social justice, tolerance, and prophetic narratives—effectively stimulates students' ability to identify real-life problems, evaluate information critically, and develop ethically grounded solutions based on Islamic values. These improvements are reflected in students’ increased engagement, thoughtful responses, and growing awareness of the relevance of Islamic teachings to contemporary issues. The study highlights that enhancing reflective thinking through IRE requires not only relevant content but also pedagogical approaches that are dialogical, participatory, and reflective in nature. Therefore, IRE can serve as a strategic educational vehicle in shaping students who are not only religiously committed but also critical, morally aware, and capable of responding to complex challenges in modern society.
Research Trends on Islamic Education Learning Intensity and Students’ Religiosity : Implications of Democracy in Education Naqiba, Muhammad Izzan; Taqiyyuddin, Yusuf Mukhtar
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12485

Abstract

This study aims to analyze research trends and knowledge mapping on Islamic Education, Learning Intensity, and Students’ Religiosity during 2000–2025, with a particular emphasis on their implications for democracy in education. Using a bibliometric approach with data sourced from Scopus, 115 journal articles were analyzed through Biblioshiny for R to identify annual scientific production, leading authors, influential journals, collaboration networks, and thematic developments. The findings reveal a significant increase in publications after 2019, with dominant contributions from social sciences and humanities, and highlight interconnected themes such as religiosity, spirituality, ethics, and global issues like digital transformation and moral crises. The novelty of this study lies in integrating bibliometric mapping with democratic values in education, showing that Islamic education not only strengthens students’ religiosity but also promotes civic values such as tolerance, justice, and inclusivity. These insights provide both theoretical and practical contributions for policymakers, educators, and curriculum developers in shaping effective Islamic education that is relevant to global challenges and supportive of democratic principles in education
Building Multicultural Understanding Through Student Competence: A Conceptual Framework Nizam, Awang Khairul; Khairan, Mirzaq; Corliss, Tayven; Alwyn, Seren
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12490

Abstract

Increased globalization, migration, and academic mobility have brought significant cultural diversity into education, particularly in the health sciences. This diversity presents both opportunities and challenges ranging from enriched learning environments to communication barriers and stereotyping. However, prior studies on intercultural competence among students often remain fragmented, context-specific, and lack a unifying conceptual framework. This study addresses that gap by conducting a bibliometric analysis of 585 peer-reviewed articles published between 2015 and 2025, retrieved from the Scopus database, to map global research trends related to cultural diversity and student competence. Utilizing the bibliometrix package in R, the study identifies key themes, leading authors, collaborative networks, and keyword clusters. The analysis reveals a strong focus on cultural competence, language, cultural anthropology, and institutional management, especially within nursing and medical education. The study then develops an evidence-based conceptual framework comprising student competence as the dependent variable; cultural exposure, language proficiency, and cultural knowledge as independent variables; cultural competence as a mediating factor; and institutional support and bias as potential moderators. The findings offer both theoretical and practical contributions: advancing the integration of interdisciplinary theories such as Contact Hypothesis and Transformative Learning Theory into intercultural education research, while also guiding future empirical studies. This framework provides a foundation for designing culturally responsive curricula and institutional strategies in increasingly diverse educational settings
Gender Equality in Islamic Education: Promoting Democratic Values and Advancing SDGs 4 & 5 Amal, Muhammad Ikhlasul; Luthfi, Sahensyah; Auliya, Kayyis Abiy
Multicultural Islamic Education Review Vol. 3 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i2.12722

Abstract

This study aims to explore the development of gender discourse in Islamic education from 2015 to 2025 in the context of Sustainable Development Goals (SDGs) 4 and 5. Employing a bibliometric quantitative design, it analyzes 428 Scopus-indexed documents to identify publication trends, prolific authors, dominant disciplines, geographic distribution, influential works, and emerging research themes. The results show a significant rise in gender-related publications between 2019 and 2024, with a notable peak in 2024, suggesting increasing academic attention to gender equality in Islamic education. Indonesia emerged as the most prolific contributor, marking a shift in the epistemic center from the Middle East to Southeast Asia. A thematic analysis reveals an evolution from normative discourse to more critical and contextualized themes such as Islamic feminism, gender identity, and inclusive education. Uniquely, this study not only maps the literature but also examines mechanisms of discrimination and the moderating role of Islamic legal interpretation in achieving gender-based Islamic education, providing empirical and conceptual insights into how legal and cultural frameworks shape educational outcomes. The novelty lies in offering the first comprehensive knowledge mapping of gender discourse in Islamic education using bibliometric techniques, situating critique beyond content toward an ecosystem view of scholarly production. Within Islamic contexts, gender narratives are framed as fragmented despite underscoring holistic scholarly convergences and transformational restructuring opportunities—which enrich educational theory. On a practical level, the study contributes to policy formulation by advocating the integration of gender justice frameworks into Islamic curricula and calling for a paradigm shift from mere representation toward substantive structural transformation. It also raises the concern of “bibliometric activism”—surges in publication driven by institutional or geopolitical constructs rather than epistemologically rooted engagement—highlighting that while quantitative expansion of gender discourse in Islamic education is evident, qualitative depth remains emergent. Interdisciplinary engagement is thus essential for deepening theoretical development and strengthening its transformative potential.

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