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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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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.
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.

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