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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 54 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.
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
Ta’dib in a Multicultural Digital Society: A Conceptual Framework for Ethical and Inclusive Interactive Education Hayati Ismail; Fauziah Hassan
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.v4i1.16483

Abstract

The rapid expansion of digital learning environments has intensified concerns regarding the erosion of ethical values, superficial engagement, and limited inclusivity in multicultural educational contexts. While contemporary educational policies emphasize digital competencies and future-ready skills, there remains a critical lack of integrative frameworks that align technological advancement with ethical and philosophical foundations. This study aims to develop a conceptual framework that integrates the Islamic educational philosophy of Ta’dib with interactive new media, in alignment with the Malaysia Education Blueprint 2026–2035, to foster ethical and inclusive learning. Employing a systematic integrative review design, this study synthesizes insights from three key domains: Islamic educational philosophy, digital pedagogy, and national education policy. Data were collected from scholarly literature and policy documents, and analyzed through thematic and comparative synthesis to identify conceptual convergences, gaps, and opportunities for integration. The findings propose a three-pillar conceptual framework that positions Ta’dib as the epistemological anchor, interactive new media as the pedagogical vehicle, and policy directives as the strategic context. The framework operationalizes ethical and holistic education through the Soft–Sharp–Smart competency structure and a recursive pedagogical cycle emphasizing intentionality, practice, reflection, and social impact. It demonstrates that digital technologies, when guided by ethical principles, can function as transformative environments for cultivating moral reasoning, intercultural competence, and responsible digital citizenship. The study contributes theoretically by bridging fragmented domains of philosophy, technology, and policy, and offers practical implications for educators and policymakers seeking to implement ethically grounded and inclusive digital education in multicultural societies.
Faith, Diversity, and Education: Measuring Islamic Worldview as a Driver of Multicultural Moderation Ridha, Achmad Rasyid; Sukari, Sukari; Rokhimah, Siti; Ellwern, Kaspar; Keller, Jonas
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.v4i1.16442

Abstract

The increasing complexity of multicultural societies has intensified the need for educational frameworks capable of fostering religious moderation without weakening theological commitment. Within Islamic educational contexts, moderation is frequently discussed as a normative ideal; however, empirical and measurement-based approaches remain limited. The absence of validated instruments for assessing Islamic worldview and its relationship to multicultural moderation has constrained the development of evidence-based educational policies and institutional practices. This research aimed to examine the implementation of the Integrated Islamic School Moderation Framework through the measurement of Islamic worldview among educational personnel in Indonesia. A quantitative research design was employed using a cross-sectional survey approach involving 250 educational personnel from Integrated Islamic Schools affiliated with the Jaringan Sekolah Islam Terpadu (JSIT) Indonesia across 26 provinces. Data were collected using a situational judgment-based Islamic Worldview Scale and analyzed through Confirmatory Factor Analysis (CFA) using LISREL 8.8 to evaluate construct validity, reliability, and model fit. The findings revealed that Islamic moderation is empirically structured through two interconnected dimensions: commitment to ats-tsawābit (immutable religious principles) and accommodative engagement with al-mutaghayyirāt (dynamic sociocultural contexts). Both dimensions demonstrated acceptable goodness-of-fit indices and high construct reliability, indicating that strong theological commitment can coexist with multicultural openness and democratic engagement. The study further demonstrates that Islamic moderation can be operationalized as a measurable educational construct rather than merely a normative discourse. These findings contribute to the advancement of measurement-based Islamic education research and provide a conceptual and empirical foundation for developing moderation-oriented educational policies, teacher development programs, and multicultural learning environments within Islamic schools
Negotiating Diversity: Experiential Learning and the Formation of Multicultural Awareness among Muhammadiyah Youth Cadres Izuddin, Azmi; Ujilast, Farhan Alif; Wikantama, Panji Tegar; Ismail, Syafiq Rahman bin
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.v4i1.16458

Abstract

The growing intensity of religious polarization, identity-based tensions, and declining intercultural engagement among youth has raised significant concerns regarding the effectiveness of conventional tolerance education in plural societies. Within the context of Indonesian Muslim youth movements, multicultural awareness is frequently promoted through normative religious discourse, yet often lacks meaningful experiential engagement capable of transforming social perception and civic behavior. This article aims to examine how experiential learning contributes to the formation of multicultural awareness among Muhammadiyah youth cadres through direct encounters with religious diversity. This research employed a qualitative design using a transcendental phenomenological approach. Ten active cadres of the Ikatan Pelajar Muhammadiyah in East Java who participated in the Pelatihan Dai Pelajar Muhammadiyah (PDPM) III 2025 program were purposively selected as participants. Data were collected through in-depth semi-structured interviews, reflective journals, and field observations during interfaith visits to religious communities, including churches, Buddhist temples, and indigenous belief groups. The data were analyzed using phenomenological thematic analysis involving horizontalization, thematic clustering, and interpretive synthesis. The findings reveal that experiential encounters with religious diversity generated significant emotional, cognitive, and behavioral transformations among participants. Direct interaction disrupted inherited stereotypes, encouraged reflective reinterpretation of Islamic identity within plural democratic contexts, and fostered emerging commitments toward inclusive civic engagement. Multicultural awareness developed not through abstract doctrinal instruction alone, but through emotionally meaningful encounters, dialogical reflection, and ethical negotiation of coexistence. The study highlights the strategic role of experiential learning in cultivating socially engaged, democratically oriented, and multicultural Muslim youth within increasingly polarized societies.
Islamic Education and Digital Public Spheres: Democracy, Social Media, and Religious Learning Al-Najmi, Ruwaiha; Al-Qaysi, Zareefa; Yanning, Shu
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.v4i1.16484

Abstract

The rapid expansion of digital public spheres has transformed the dynamics of Islamic education, religious authority, and democratic participation in contemporary Muslim societies. Social media platforms have democratized access to religious knowledge through decentralized learning, participatory interaction, and transnational communication. However, algorithm-driven digital environments have also intensified ideological polarization, misinformation, fragmented religious authority, and the commodification of religious discourse. These developments create significant challenges for Islamic education in maintaining epistemic integrity, democratic ethics, and inclusive religious engagement within digitally mediated societies. This article aims to critically examine the transformation of Islamic education in digital public spheres and to develop a conceptual framework for democratic Islamic education in the digital era. This research employed a qualitative interpretive approach integrating digital ethnography, thematic analysis, and critical discourse analysis. Data were collected through in-depth interviews, digital observations, and the analysis of religious content across multiple social media platforms involving Islamic educators, Muslim youth, and digital religious communities. The findings indicate that digital public spheres have shifted religious authority from institution-based legitimacy toward algorithmically mediated visibility and participatory engagement. While digital platforms enhance accessibility and civic participation, they also reinforce echo chambers, ideological contestation, and weakened epistemic trust. The proposed framework emphasizes Islamic ethical values, critical digital literacy, democratic participation, inclusive religious dialogue, and responsible digital engagement as foundational elements of democratic Islamic education. The framework contributes to interdisciplinary discussions concerning religion, democracy, digital society, and contemporary Islamic educational transformation

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