Author Guidelines

The International Journal of Islamic Education, Research, And Multiculturalism (IJIERM) aims to provide a forum for scientific understanding of the field of Islamic education, research, and related multiculturalism and plays an important role in promoting the process of accumulation of knowledge, values ​​and skills that are transmitted from one generation to another. This journal covers a wide range of topics, including Islamic education, curriculum, Islamic education strategies, research, concepts, theories, reading comprehension, educational and cross-cultural philosophy, theology, ideology, and so on.

THE TITLE SHORT AND INFORMATIVE NO MORE THAN 15 WORDS IN ENGLISH (book Antiqua, size: 15)

Author1, Author2, Author3 (book antiqua, size: 12)
1,2,3 University ..., Indonesia (bookantiqua, size 11)
1,2,3 Email:  firstauthorname@gmail.com (bookantiqua, size 11) 

Abstrak [150-250 kata, terdiri dari 2-3 kalimat setiap bagian tulisan: Font: bookantiqua, size, 11, Bold]
Abstrak adalah pernyataan ringkas dan padat yang menggambarkan masalah, tujuan, metodologi dan hasil penelitian. Abstrak ditulis dalam dua bahasa: Indonesia, dan Inggris. Panjang abstrak berkisar antara 120 - 250 kata. Jauhi penggunaan singkatan yang tidak umum.
Kata Kunci: Maks 5 - 6 kata

Abstract [150-200 words, consisting of 2-3 sentences per part of the text: Font: bookantiqua, size, 11, Bold]
abstract is a concise and concise statement that describes the problem, objectives, methodology and research results. Abstracts are written in two languages: Indonesian and English. Abstract length ranges from 120 - 250 words. Avoid using uncommon abbreviations.
Keywords: Max 5 - 6 words 

INTRODUCTION (4 Paragraphs, 1 paragraph 150 words) (The manuscript is written with a line spacing of 1.15 spaces, the letter Book Antiqua 12)
Paragraph 1:  Multicultural Islamic education focuses on integrating Islamic values with multicultural education principles to create inclusive and equitable learning environments (Alkouatli et al., 2023). This involves understanding and appreciating cultural, ethnic, and religious diversity within the context of education (Alkouatli et al., 2023). Social Facts: Multicultural Islamic education is highly relevant in diverse societies like Indonesia, where cultural and religious pluralism is an integral part of social life (Nur Syam & Muh. Yusrol Fahmi, 2023)
Paragraph 2: Literature Review: Multicultural education from an Islamic perspective emphasizes the importance of respecting and understanding cultural diversity, aligned with the fundamental principles of Islam that emphasize equality and justice (Lestari et al., 2023; Abidin & Murtadlo, 2020).
Paragraph 3:  Research Objectives: The primary objective of multicultural Islamic education is to develop students' positive social attitudes towards diversity, including tolerance, patriotism, and respect (Mulyana, 2023), (Sechandini et al., 2023) (Muhammad Riza et al., 2022); (Fatmawati, 2022).
Paragraph 4:  Argument/Hypothesis: Multicultural Islamic education can serve as a strong foundation for general multicultural education (Sholihuddin, 2020)., as Islam promotes social justice and peaceful intercultural communication (R’boul, 2021a: Sarbaini et al., 2024).

LITERATURE REVIEW (6 Paragraphs, 1 paragraph 150 words)
Paragraph 1: Multicultural education in Islamic schools and boarding schools is crucial for cultivating students' awareness and understanding of cultural diversity and universal Islamic values. Several facts highlight the need for multicultural education in these Islamic educational institutions (Fausi, 2020).
Paragraph 2: Islamic schools and boarding schools often have diverse student populations from various ethnic, cultural, and socioeconomic backgrounds. Multicultural education helps address potential conflicts and foster understanding and tolerance among students (Renaningtyas et al., 2023); (Firmansyah, 2020).
Paragraph 3: Multicultural education in Islamic boarding schools aims to develop inclusive, tolerant, and just student characters (Muhammad Riza et al., 2022). This involves cultivating personal traits like independence and honesty, as well as national characteristics such as tolerance and justice (Safi’i et al., 2023).
Paragraph 4: The implementation of multicultural education in Islamic schools encompasses institutional (Renaningtyas et al., 2023), curricular (Ulumuddin et al., 2023), and personnel aspects, all designed to ensure equal educational rights for all groups  (Qornain et al., 2022).
Paragraph 5: There is an urgent need to reform the education system in Islamic boarding schools to be more responsive to multidimensional challenges and to internalize multicultural values in daily life (Ibnu et al., 2022).
Paragraph 6: By integrating multicultural values into curricula and educational practices, these institutions can help students develop inclusive and just characters, and prepare them to participate in diverse societies (Sechandini et al., 2023).

RESEARCH METHODS (1-2 Paragraphs, 1 paragraph 150 words)
Paragraph 1:Multicultural Islamic education is an educational approach that integrates multicultural values into Islamic religious learning to promote harmony and tolerance among students from diverse cultural and religious backgrounds (Patimah, 2022; Abduh et al., 2020). The following are some important aspects related to this theme based on existing research (Ridder et al., 2014). Unit of Analysis, (1) Location and Place: Research is often conducted in educational institutions such as state high schools and Islamic universities in Indonesia, which serve as the implementation sites for multicultural Islamic education (Patimah, 2022); (Abduh et al., 2020). (2) Actors and Groups: The focus is on students and teachers as the main actors in the educational process, with particular attention to their views and experiences regarding multicultural values (Patimah, 2022); (Abduh et al., 2020).
Paragraph 2: Research Design, Qualitative: Many studies employ a qualitative approach, such as case studies and semi-structured interviews, to explore students' and teachers' perspectives and experiences in the context of multicultural education (Patimah, 2022; Abduh et al., 2020; Aderibigbe et al., 2023), 5. Quantitative and Mixed-Methods: Although most studies are qualitative (R’boul, 2021b), some use mixed methods to obtain a more comprehensive picture (Uzunboylu & Altay, 2021).

RESULTS AND DISCUSSION (9 Paragraphs Results and 6 Paragraphs Discussions, 1 paragraph 150 words)
The results and discussion in an article or thesis can vary depending on the scope of the problem and the methodology used in the study. In qualitative research the discussion presents systematically the relevant theories and data collected. Then, based on a clear methodology, the data is critically analyzed in order to obtain answers to the core research problems. The format of the results of the research and discussion is not separated, given the limited number of pages available to the author.

Types and Amounts of Regulations

No.

Multicultural Values

1.

Tolerance (Insel, 2019)

2.

Equality (Jamaluddin et al., 2023)

3.

Democracy (Insel, 2019)

4.

Gender (Stewart et al., 2020)

5.

Humanism (Stewart et al., 2020)

6.

Unity (Rahim et al., 2023)

7.

Cooperation (Sarlati, 2023)

8.

Openness (Stewart et al., 2020)

9.

Solidarity (Insel, 2019)

10.

Ta'aruf (Sarlati, 2023)

11

Moderate (Safi.O, 2003)

12

Partisanship and Justice (Safi.O, 2003)

13

Empathy (Insel, 2019)

14

Zuhudan (Insel, 2019)

15

Respect (Asrori & Maskuri, 2022)

16

Appreciation (Stewart et al., 2020),

17

Equality (Jamaluddin et al., 2023),

18

Pluralism (Stewart et al., 2020),

19

Accepting Cultural Differences (Rahim et al., 2023),

20

Language (Hani, 2020)

21

Ethnicity (Spinner-Halev & Parekh, 2002)

 CONCLUSION (3 Paragraf)
The conclusion is the answer to the research question, the most important findings, the strengths of the research, and the weaknesses of the research. Acknowledgments are generally placed after the conclusion. Contains thanks to the funding agency, and/or individuals who have assisted in conducting research and writing the manuscript.

BIBLIOGRAPHY (30 journals and books, 90 percent of references are from the last 5 years) 

  1. Abduh, A., Basri, M., Shafa, S., Patak, A. A., & Rosmaladewi, R. (2020). Voices of English Department Students on Multicultural Values in an Indonesian Islamic Higher Education. International Journal of Language Education. https://doi.org/10.26858/ijole.v4i3.17829
  2. Abidin, A. A., & Murtadlo, M. A. (2020). Curriculum Development of Multicultural-Based Islamic Education As an Effort To Weaver Religious Moderation Values in Indonesia. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 2(1), 29–46. https://doi.org/10.47006/ijierm.v2i1.30
  3. Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering Tolerance and Respect for Diversity through the Fundamentals of Islamic Education. Religions, 14(2), 212. https://doi.org/10.3390/rel14020212
  4. Alkouatli, C., Memon, N., Chown, D., & Sai, Y. (2023). Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contexts. Journal for Multicultural Education, 17(4), 406–418. https://doi.org/10.1108/JME-05-2022-0062
  5. Asrori, M., & Maskuri, M. (2022). THE INTERNAL CONFLICT OF MUSLIMS AND THE URGENCY OF THE MAINSTREAM OF MULTICULTURAL ISLAMIC EDUCATION IN FORMING ISLAMIC UNITY (Case Study of the Shia-Sunni Conflict in Sampang Madura). Journal Education Multicultural of Islamic Society, 2(1), 37–55. https://doi.org/10.33474/jemois.v2i1.13594
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  7. Fausi, A. F. (2020). Implementing Multicultural Values of Students Through Religious Culture in Elementary School Islamic Global School Malang City. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 2(1), 62–79. https://doi.org/10.47006/ijierm.v2i1.32
  8. Firmansyah, F. (2020). Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Multikultural. Anthropos: Jurnal Antropologi Sosial Dan Budaya (Journal of Social and Cultural Anthropology), 5(2), 164. https://doi.org/10.24114/antro.v5i2.14384
  9. Hani, T. N. (2020). Implementasi Nilai-nilai Pendidikan Multikultural di SMA Nasional 3 Bahasa Putera Harapan Purwokerto (Pu Hua School). Matan : Journal of Islam and Muslim Society, 2(1). https://doi.org/10.20884/1.matan.2020.2.1.2213
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  12. Jamaluddin, Subhan Abdullah Acim, & Fathurrahman Muhtar. (2023). Multicultural Values in PAI Learning and Their Implications for Students Tolerant Attitudes. JURNAL PENDIDIKAN IPS, 13(2), 243–252. https://doi.org/10.37630/jpi.v13i2.1263
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  14. Muhammad Riza, Maskuri, & Mistar, J. (2022). THE ARTICULATION OF ISLAMIC MULTICULTURAL EDUCATION OF DAYAH MUDI MESRA AL-AZIZIYAH NETWORK IN ACEH PEACE. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 4(2), 119–134. https://doi.org/10.47006/ijierm.v4i2.136
  15. Mulyana, R. (2023). Incorporating Social Values Toward Islamic Education in Multicultural Society. Khazanah Sosial, 5(4), 607–623. https://doi.org/10.15575/ks.v5i4.31125
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