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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 2 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2026): March" : 2 Documents clear
Reorienting Islamic Education: Southeast Asia Comparative Study of Maqāṣid al-Sharī‘ah and Artificial Intelligence Muh. Rezky Zulkarnain; Muhammad Fikri; Abd. Rahman; Sardil Mutaallif; Winanda Fajri Al Hakim; Eka Merdekawati Djafar; Haura Mudya Maysha; Wiranti
Multicultural Islamic Education Review Vol. 4 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i1.16253

Abstract

Islamic education, particularly in Islamic boarding schools, faces serious challenges amid globalization, digitalization, and the development of artificial intelligence (AI), which require a reorientation of the educational paradigm in order to remain relevant, adaptive, and equitable. This article analyzes the application of the principles of Maqāṣid al-Sharī‘ah in the Islamic education system and examines the potential and challenges of integrating AI into Islamic boarding school education from a maqāṣidī perspective. This study uses a qualitative method with a socio-legal approach through literature review and documentation of Islamic legal sources, academic literature, education policies, and empirical studies in Indonesia and Malaysia. The results show that Islamic boarding schools have basically implemented maqāṣid, especially in the aspects of ḥifẓ al-dīn and character building, but it is still symbolic and traditional, not yet touching on substantive dimensions such as the development of critical thinking (ḥifẓ al-‘aql), mental health (ḥifẓ al-nafs), economic empowerment (ḥifẓ al-māl), professional readiness, and gender equality (ḥifẓ al-nasl). The integration of AI has the potential to strengthen santri learning, governance, and digital literacy, but it also risks weakening critical thinking, reducing scientific authority, widening social gaps, and creating value bias if not guided ethically. Comparatively, Indonesia and Malaysia have not yet implemented AI and maqāṣid systematically. Therefore, an integrative and ethical Maqāṣid al-Sharī‘ah-based Islamic education model is needed so that AI functions as a means of benefit, not a source of new harm.
Religious Humanism Above Algorithms: Transforming Educators Through a Holistic Paradigm and Exemplary Ethics Al Hakim, Hamka; Supriyanto Abdi
Multicultural Islamic Education Review Vol. 4 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i1.16289

Abstract

The integration of artificial intelligence (AI) in education not only brings technological changes, but also affects the epistemological and normative meaning of education. Behind the narrative of efficiency and data-driven personalization, AI has the potential to give birth to algorithmic reductionism that simplifies education and obscures the ethical and humanistic dimensions of learning. This article aims to critically examine the integration of AI in education through the perspective of religious humanism, by placing educators as the main pedagogical and ethical subjects through a holistic paradigm and exemplary ethics. This research uses a qualitative approach with a critical-conceptual literature review design of reputable international and national scientific literature that discusses AI in education, humanism, hidden curriculum, educator professional identity, and multiculturalism. The results of the study show that the dominance of algorithmic logic in education risks eroding the essence of education if it is not accompanied by strengthening the role of educators as value bearers, ethical examples, and mediators of diversity. This article asserts that meaningful AI integration must subordinate technology to the goal of humanity, with religious humanism as the foundation of educator transformation. The contribution of this study is conceptual and paradigmatic, offering a reflective framework for policy development, pedagogical practice, and educational research direction in the era of artificial intelligence

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