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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 45 Documents
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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.
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.

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