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Tati D. Wardi
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Muslim Education Review
Published by Universitas Islam Internasional Indonesia
ISSN : 28291867     EISSN : 29626463     DOI : https://doi.org/10.56529/mer
Core Subject : Education, Social,
Social Sciences Other
Focus: is to engage in concepts, practices, and policies of education in Muslim world.  Scope: is to address issues concerning curriculum and teaching, policy, and pilosophical underpinning educational practices in the Muslim world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol. 2 No. 1 (2023)" : 8 Documents clear
The Objectification of the Covered: Understanding Muslim Female Students’ Passivity in Physical Activities Difa Mahya Zahara
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.160

Abstract

Patriarchal culture in Indonesia affects vast aspects of social life, including in schools where students acquire an understanding of gender. One of the prominent gender issues in social encounters within a patriarchal culture is the uniquely female experiences of objectification at school. This article draws on data from a qualitative study on Muslim female students in an Indonesian Islamic Middle School to understand female students’ experience of objectification by applying a psychosocial feminist objectification theory (Fredrickson and Robert, 1997). The study finds that non-sexual objectifying treatment from male peers is manifested in male gazes and comments on women’s general physical appearance, and specifically on Islamic apparel—the veil and modest Muslim style clothing. More direct sexual objectification occurs in the form of male gazes and sexual comments on certain body parts, such as the chest and hips. These experiences are understood by female students’ male-centered understanding of the Islamic feminine ideal which contributes to their withdrawal from physical activities at school as in Physical Education and art performance courses. This research argues for separate PE classes as a temporary alternative for the sake of female students’ participation.
Measuring the Development of Islamic Education in Indonesia Budhi Fatanza Wiratama; Zasya Safitri
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.161

Abstract

Islam holds an important position in various human development processes in Indonesia, one of them is in the education sector. The Indonesian government through the Ministry of Religious Affairs established madrasas and Islamic Higher Education as an Islamic-based formal educational institution. Through logic and science, education is the way for humans to develop equally regardless of their gender. Herein lies the role of Islamic-based education to uphold this anti-discrimination principle. This research has the aim of conducting a composite index, namely the Islamic Education Development Index (IEDI) to describe the condition of Islamic education development at the provincial level in Indonesia. In addition, statistical modeling is carried out to see the influence of Islamic education on the Gender Development Index (GDI). The IEDI is a composite index consisting of five indicators including infrastructure accessibility, teaching competence, institutional ranking, outcomes, and quality of the learning process. Based on the research results, the average IEDI score of provinces in Indonesia is 45.13 for the period 2019. The best IEDI score by province is Yogyakarta, reaching a score of 55.00, and the lowest is North Kalimantan, which is only 35.90. Based on modeling results, it was also found that the IEDI has a significant effect on increasing the GDI at the confidence interval (CI) up to 95 percent. Governments can begin to pay more attention to Islamic-based education to optimize this influence.
Indonesian Muslim Students' Perception on the Concept of Peace, Characteristics of Peaceful People, and Non-Peaceful Experiences in Madrasah Aliyah Mohamad Saripudin; Amirul Hazmi Hamdan; Nur Asiah
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.162

Abstract

Peace education holds a crucial position within UNESCO’s four pillars of education. Promoting peace was identified as primary focus in the Sustainable Development Goals (SGD). Peace serves as the ultimate objective of education, the agenda set forth by the Sustainable Development Goals (SGD), and is the core principal taught by religious teachings. Despite its significance, achieving complete peace remains elusive within the realms of schools, communities, and world at large. To date, no study has been conducted to investigate the understanding of peace among Muslim students in Indonesia. Therefore, this study aims to explore the concept of peace, the characteristics of peaceful people, and non-peaceful experiences in schools encountered by students. This study employed a qualitative research approach, utilizing phenomenological method. A total of 28 students, (13 males and 15 females) were selected from Madrasah Aliyah as participants of this study. The data in this study was collected through structured interviews and analyzed qualitatively, using Interpretative Phenomenological Analysis (IPA). The findings of this study revealed that students' understanding of peace included elements of self-acceptance, maintaining harmonious relationships with others, and experiencing tranquility. Muslim students acknowledge that maintaining peace requires the individuals to practice the art of patience and composure, self-acceptance and understanding, and the ability to control their emotions. Non-peaceful experiences emerged as a result of various factors, such as favouritism and punitive actions towards students by teachers, including conflicts among students, and as well as instances of bullying, racism, and exclusion. According to the findings, it is evident that there is a need for further improvement in implementing a peaceful environment within schools. Teachers play a vital role in fostering the culture of peace in the classrooms. They can achieve this by creating a welcoming and inclusive environment for students, encouraging their active participation, and facilitating social engagement among students from diverse backgrounds to promote a peaceful school environment.
Critical Literature Review on Moral Education System in Indonesia: How Islamic Education and Pancasila Education Monopolize Morality in Schools Mohammad Fahri Husaeni
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.163

Abstract

Moral education continues to be a subject of extensive debate within the field of education due to the challenges it poses in both pedagogical implementation and philosophical foundations. This study aims to provide a comprehensive critical review of Indonesia's moral education system by examining its teaching practices in schools and exploring its sociological and structural function within society. This study focuses specifically on Islamic and Pancasila education in Indonesia. To achieve this objective, a semi-systematic literature review approach is employed, incorporating peer-reviewed articles to gather relevant information. This study also employed Critical Discourse Analysis (CDA), which enables an analysis of power dynamics and discursive relationships within the realm of moral education in Indonesia. By incorporating the theoretical frameworks proposed by Durkheim's Moral Education and Bourdieu's social capital theory, this study identifies key themes that provide valuable insights into the development and implementation of moral education. This research explores moral education as a means of fostering social integration and social capital that serves to maintain the existing status quo. By examining these aspects, this research offers valuable insights into the role of education as a sociological function that operates within the power structure, and critically assesses the extent of the state’s involvement in the implementation of moral education.
Perspectives of Parents in Jabodetabek on Indonesia’s 2022 Limited Face-to-Face Learning Policy Dhian Sintapertiwi
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.164

Abstract

The Indonesian government has announced that their latest policy on limited face-to-face learning will be implemented in January 2022. This policy will be applied equally to all educational levels – from early childhood to tertiary institutions. The latest policy will be unlike the previous ones and will require all students to attend the face-to-face learning. The new changes triggered different opinions among parents who are considered to be one of the key stakeholders in decision making process. During the Covid-19 pandemic, parents had the right to decide to whether or not to send their children back to school. This qualitative study aims to explore parents' viewpoints on the limited face-to-face learning policy that will be implemented in 2022. The data was collected from 20 parents in Jabodetabek (Jakarta-Bogor-Depok-Tangerang-Bekasi) area using Google Form. Semi-structured interviews were also conducted with five parents. The data gathered from the questionnaire showed that most parents agreed to send their children back to school. Health protocols, learning loss, and mental health or well-being were the three themes that emerged as the reasons why parents supported the government’s policy to reopen the schools next year.
A Closer Outlook at the Curriculum Policy for Disability Students at Islamic Higher Education Abd Rachman Assegaf
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.165

Abstract

Hidden behind insufficient data, the number of persons with disabilities is growing in surface. Like a pyramid, disability students are high at the primary level but drop off at the secondary, and particularly at the university level. An estimated data (2016) indicates that Indonesian people with disabilities have reached 12,15%. Out of 29 State Islamic Universities (Universitas Islam Negeri or UIN), a very limited number of campuses are inclusive. UIN Yogyakarta is considered the first inclusive campus, while UIN Surabaya is underway. This study tries to look closer at the curriculum policy for disability students at the above-mentioned UINs. The research method applied in this study is a combination of policy analysis and case study. Sources of evidence and information are documentation (digital and printed materials), direct observation and interview with 7 informants. The research findings can be summarized into several points: first, inclusive practices at UINs have gradually developed to meet the global demand for education for all and national policies on disabilities. However, during their learning process, disabled students have met barriers and difficulties in communication, social interaction, and using multimedia and accessible infrastructures. Second, curriculum policies and strategies have already been standardized by the national law of education and adopted by UIN’s authorities into syllabi and subject materials. UIN Yogyakarta has modified Universal Design for Learning (UDL) model, and UIN Surabaya maintains an integrated curriculum to solve the problem of disabilities. Third, both UINs have provided facilities and support systems, hardware and software, but need to be upgraded, and in some cases are ineffective.
Understanding Indonesian Indigenous Leadership in Higher Education: A Study of Islamic and Hindu-Based Universities Ummi Kultsum; Ni Komang Arie Swastini; I Gusti Ngurah Agung Wijaya Mahardika
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.166

Abstract

This study examined how Islam and Hinduism influence leadership practices in religion-based higher education institutions. Exploration studies were conducted in two areas, Tangerang and Bali. Eight participants were interviewed, including vice deans and heads of departments. The research findings revealed that cultural and spiritual values in leadership are deeply embedded in their character. The values, such as spirituality and trust, emerge as crucial essential traits within friendly relations. Likewise, leadership characteristics manifest in Hindu concepts that display religious values. Concepts such as Karmapala, Swadarma, and Karma Dharma Yoga strongly connect with Islamic values where being a leader is considered God's Trust (amanah) and fulfilling leadership responsibilities is considered an act of worship (Ibadah).
Examining Effective Management and Leadership Strategies in Conflict Resolution: A Case Study of Conflict Management in Private Secondary Schools Dhian Sintapertiwi; Andi Ibrahim Ali; Mayola Andika
Muslim Education Review Vol. 2 No. 1 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i1.167

Abstract

This study highlights private schools' management and leadership strategies in dealing with conflicts. School conflicts occur for many reasons. To address the conflicts effectively, schools need to have the ability to thoroughly examine the root cause of such conflicts. The impact on school development in terms of performance largely depends on how school leaders effectively manage and address conflicts. This qualitative research specifically choose private schools due to their autonomy, which distinguishes them from public schools in terms of decision-making and leadership approaches. Data was collected through semi-structured interviews, and analysed using manual thematic analysis methods. This study discovered that conflicts often occur within the scope of appointing new school principals, upholding the integrity of school members, and managing the resistance among teachers. The strategy predominantly used in schools in this study is a win-lose approach, where problems are resolved quickly without considering the need for negotiation. The two schools investigated in this study view future conflicts as a form of competition with other schools, placing strong emphasis on the significance of fair policies for all, and the stakeholders’ trust as the main key.

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