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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 52 Documents
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Multicultural Islamic Education Evaluation Through the Lens of Inclusive Pedagogy and Ethical Humanism Nafis, Ahmad; Asy Syauqi, Faris; Astuti, Tri
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.v4i1.17120

Abstract

Contemporary multicultural Islamic education faces a significant challenge in aligning its educational evaluation practices with the broader objectives of inclusivity, ethical humanism, and intercultural coexistence. Existing evaluation systems remain predominantly oriented toward cognitive achievement, standardized assessment, and behavioral compliance, thereby inadequately capturing ethical awareness, empathy, social responsibility, and intercultural competence within diverse educational settings. This study aims to develop a transformative evaluation framework for multicultural Islamic education through the lens of inclusive pedagogy and ethical humanism. Employing a qualitative-dominant mixed-methods design with an exploratory sequential approach, the research was conducted across four Islamic educational institutions in Malang, Indonesia. The participants consisted of 36 educational stakeholders, including Islamic education lecturers, teachers, educational evaluators, administrators, and postgraduate students. Data were collected through semi-structured interviews, document analysis, and expert validation questionnaires, and subsequently analyzed using thematic analysis and descriptive statistical techniques. The findings reveal that current evaluation practices within multicultural Islamic education remain heavily dominated by cognitive-oriented paradigms, resulting in the marginalization of ethical, intercultural, and humanistic dimensions of learning. The study identifies six core evaluative dimensions essential for transformative multicultural Islamic education, namely inclusive participation, intercultural competence, ethical awareness, empathy and social sensitivity, collaborative engagement, and equitable assessment practices. These dimensions were integrated into a proposed evaluation framework grounded in inclusive pedagogy and ethical humanism. The study contributes theoretically by reconstructing educational evaluation beyond academic performance and offers practical implications for curriculum reform, teacher development, inclusive educational policy, and sustainable human-centered education within pluralistic societies.
Reframing Islamic Education Through Cognitive Conflict-Based Pedagogy for Democratic Agency Abdelrahim, Youssef; El-Raziq, Sahmir; Mostafa, Tariq
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.v4i1.17122

Abstract

The growing challenges of democratic fragility, ideological polarization, and declining dialogic engagement in contemporary societies have intensified the need for transformative approaches within Islamic education. However, fiqh instruction in many Islamic educational contexts continues to be dominated by transmission-oriented pedagogies emphasizing memorization, doctrinal conformity, and passive learning, thereby limiting students’ opportunities to develop democratic agency and reflective reasoning. This study aimed to examine the effectiveness of Cognitive Conflict-Based Pedagogy (CCBP) in fostering democratic agency among students in fiqh learning at Ma’had Al-Azhar Cairo. Employing a quasi-experimental design with a non-equivalent control group pretest–posttest approach, the study involved 44 students divided into an experimental group (n = 23) and a control group (n = 21). Data were collected through the Democratic Agency Scale, classroom observations, and reflective learning journals, and were analyzed using descriptive statistics, paired sample t-tests, independent sample t-tests, N-gain analysis, and effect size calculation. The findings revealed that students exposed to Cognitive Conflict-Based Pedagogy demonstrated significantly higher levels of democratic agency compared to those receiving conventional instruction. The intervention effectively enhanced students’ critical deliberation, dialogic engagement, reflective judgment, and openness toward differing perspectives within fiqh learning contexts. The study further indicates that cognitive conflict functions not merely as a cognitive strategy but as a transformative pedagogical mechanism capable of recontextualizing Islamic education for democratic and pluralistic societies. These findings contribute to contemporary discussions on Islamic educational reform, democratic pedagogy, and dialogic learning by highlighting the compatibility between Islamic intellectual traditions and democratic educational principles

Page 6 of 6 | Total Record : 52

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