Khalifa Journal of Islamic Education
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Religious Moderation Education in Practice: A Study on International Students in a Middle Eastern University Dormitory
Full text linkThe international dormitory environment in the Middle East not only serves as a place of residence, but also as a complex socio-cultural and religious space for foreign students. As a residential area, dormitories offer various activities to foster social, emotional, and spiritual intelligence among students. This study aims to explore how various activities in dormitories can be a medium for the practice of religious moderation education. This study uses a qualitative method with an ethnographic approach. Data sources were obtained through in-depth individual and group interviews with twenty-five foreign students from five countries, namely Malaysia, Indonesia, China, Nigeria, and Bangladesh. All informants were foreign students living in university international dormitories. To strengthen the interview data, the researchers also conducted direct observations of the activities carried out, and even participated for one year in various activities of foreign students at the research site. All data were analyzed thematically using the qualitative software NVivo 12. The research findings reveal that religious moderation values such as tolerance, empathy, and respect for differences are not taught through formal programs but grow organically and are constructed through interactions in seven dormitory activities, namely i) cultural festivals, ii) clubs or communities, iii) volunteer activities, iv) mentorship programs, v) worship or religious rituals, vi) spiritually-based community service activities, vii) spiritual discussion groups. This finding provides a perspective for universities to function dormitories not only as a place to live, but as an inclusive environment that naturally fosters religious moderation
Integrative Parenting Model: A Solution for Child Education in Muslim Families
Full text linkThe hustle and bustle of modern life filled with high work demands causes many parents to have difficulty in spending time with their children, hindering the formation of strong emotional relationships between parents and children. The lack of affection and attention from parents can trigger a variety of behavioral problems in children, including the possibility of violence. This article aims to offer a holistic approach to parenting in this digitalization era that combines religious values, culture, and modernity through the concept of Mua\u27syarah bi Ma\u27ruf and the principle of Gender Equality. This article is written using a qualitative method with a Systematic Literature Review (SLR) approach that involves a systematic process of searching, selecting, assessing, and synthesizing literature. The literature was cited from reputable journals with screening following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis shows that an integrative parenting model that integrates the concept of Mu`asyarah bil Ma\u27ruf and the principle of Gender Equality has great potential in building harmonious families and supporting optimal child development. By emphasizing the importance of open communication, mutual respect, and fair division of tasks this model can overcome various modern parenting challenges, such as the influence of social media and high work demands. The implication of this article is to advise parents to apply the integrative parenting model in parenting their children. This model aims to shape character, instill values, and prepare children to face future challenges by integrating the concept of Mu\u27asyarah bil Ma\u27ruf and the Principle of Gender Equality
The Ethics of Animal Use in Research: Perspectives from Islamic Education and Modern Science
No full textThe use of animals as research objects in the world of science, such as biology and health, is common practice. However, the problem that often arises is the lack of knowledge of researchers regarding ethics or the correct procedure for using animals as research samples. This article precisely discusses how to use animals in research without violating the ethics that have been regulated by Islam and the provisions of science. This article was written using a qualitative method with a content analysis approach. Data was taken from the framework of Islamic and scientific theoretical concepts, scientific articles related to the issue of animal use, organizational provisions, and international law regarding animal protection as research samples. All data collected is carried out by analysis interactive model Milles & Hubberman assisted by NVIVO 12.0 Software. This finding resulted in seven ethical uses of animals in research; i) reciting tauhid sentence, ii) not using sick animals, iii) using sharp surgical tools, iv) hiding from the eyes of animals, v) minimizing the quantity of animal use, vi) using the euthanasia method, vii) handling post-surgical management. These seven ethics can be used as a reference for researchers in the use of animals in a study, to guarantee and ensure that animals are treated with proper and good ethics
A Learning for Gifted and Talented Students in Islamic Education
Full text linkThe research aims to analyze suitable learning approaches for gifted and talented students at school. A qualitative method with a "single-case embedded design (multiple units of analysis)" was used for this study. Data were collected from 10 informants, including 3 management team members, 3 experienced teachers, and 4 students enrolled in the exemplary education program. Data analysis was conducted thematically using the interactive model by Miles & Huberman, assisted by Nvivo 12 software. The results indicate six learning strategies i) depth and critical learning, ii) innovation learning, iii) question critical issue, iv) competition learning, v) exploration learning, and vi) experience learning. The findings suggest that learning for gifted and talented students should provide opportunities and freedom for exploration to maximize their potential independently, supported by creative and innovative teacher guidance. Therefore, it is crucial to develop specific learning approaches that consider the characteristics of gifted and talented students. Additionally, teachers must continually enhance their skills to support learning that meets the needs of these students. School, parents, and the community must collaborate to create a learning environment that maximizes the potential of gifted and talented students
Sustainable Development: Implementation and Impact of Augmented Reality in Islamic History Learning
No full textThis study aims to develop an Augmented Reality-based learning tool for Islamic history education in high schools. This research and development (R&D) adopts a six-stage approach: analysis, design, development, implementation, and evaluation (ADDIE). The resulting product has undergone rigorous validation by three experts in Augmented Reality, animation, and Islamic history education. Furthermore, this Augmented Reality-based learning material was tested on 120 students in four high schools. Student responses were carefully collected through questionnaires and analyzed using SPSS software version 26.0. The results showed that all experts agreed that the Augmented Reality product was valid and suitable for use as a learning medium. There are seven advantages to using this medium in learning, namely: the material is easy to understand, the content is clearly presented, the visual design is attractive, it provides a realistic learning experience, the learning experience is enjoyable, the Augmented Reality medium is easy to use, and there is a strong desire to return to learning using Augmented Reality. The use of this Augmented Reality-based learning module has significantly changed the learning experience of students to more concrete, enjoyable results and provided them with new experiences in Islamic history. These findings emphasize the need to continue designing and developing various Augmented Reality-based resources to strengthen the teaching of Islamic cultural history
Teaching Children\u27s Multiple Intelligences through the Kitab Ta\u27lim Fadhilah Amal: A Study on a Jama\u27ah Tabligh Family Group
No full textMultiple intelligences are the basic potential granted by Allah SWT to all humans. For children, this intelligence needs to be nurtured, trained, and developed from an early age in a sustainable manner. In the context of Islamic education, there are many ways parents can cultivate a child’s multiple intelligences, for example by reading historical accounts and stories contained in books related to multiple intelligence education. The Kitab Ta’lim Fadhilah Amal is the main reading for the Jama’ah Tabligh da’wah movement group in educating each family member, including their children. In general, this book contains history and messages of life, worship, and spirituality from the Prophet Muhammad SAW, his companions, and previous scholars, presented in the form of stories. This study specifically aims to analyze the effect of story-based education from the Kitab Ta’lim Fadhilah Amal, as practiced by parents, on the development of children’s multiple intelligences in Jama’ah Tabligh families. This research employs a qualitative method with an ethnographic approach. Data were collected through interviews with forty informants selected using a purposive sampling technique. The informants consisted of parents, children, and leaders of Jama’ah Tabligh groups in three different countries: Malaysia, Indonesia, and Thailand. To strengthen the interview data, the author also conducted four years of observation by directly participating in the family activities of the Jama’ah Tabligh group, such as Ijtima’, Bayan Markas, Ta’lim Halaqah, Khuruj, and Jaulah, and even visiting the homes of all informants. All interview and observation data were thematically analyzed using NVivo 12 software. The research findings identified four aspects of intelligence that emerged from story-based education in the Kitab Ta’lim Fadhilah Amal that influenced children’s multiple intelligences. These include: (i) verbal-linguistic intelligence, (ii) intrapersonal intelligence, (iii) interpersonal intelligence, and (iv) spiritual intelligence. The findings of this study can serve as a guide for parents to nurture and develop children’s multiple intelligences from an early age in Muslim families
Community Service Report: Islamic Education Teachers\u27 Work Program in Realizing SDGs 4
Full text linkIslamic education teachers have significant duties and responsibilities in society. As outstanding individuals, teachers educate students in formal and non-formal schools. Furthermore, as members of society, teachers must be role models and examples as mentors in the community in realizing the ideals and goals of mutual progress (SDGs4). This study aims to find out what Islamic education teachers do as a form of real work in the community. This study uses a qualitative method with an ethnographic approach. Data sources were obtained from fifteen informants through in-depth interviews selected using purposive sampling techniques. To strengthen the interview data, the author also conducted observations by directly participating in various real activities of the teachers who were the subjects of the study. All data were analyzed using Miles and Huberman\u27s thematic technique. The research findings show five activities carried out by Islamic education teachers in realizing ideals and mutual progress in the community. The five activities are: i) establishing learning communities for all segments of society, ii) actively participating in the management and development of houses of worship, iii) establishing literacy centers, iv) implementing environmental conservation programs, and v) collaborating to realize inclusive education. These five findings can serve as examples for Islamic education teachers in carrying out community-based work within society to achieve SDGs 4
Islamic Education and Gender Justice: A Study of Child Engagement in the Pakistani Diaspora
Full text linkThere is a continuing practice of childhood engagements in which marriages are arranged at a young age, a long-standing tradition among many Pakistani families that serves to maintain kinship ties. This research paper examines the impact of migration and modernization on the practice of arranged marriages among Pakistani diaspora communities, particularly in relation to children’s access to education, including Islamic religious education. These families must balance traditional values with those of the host countries, which prioritize individual rights, gender equality, and legal obligations concerning education before marriage. A qualitative research design was applied using a multiple case study methodology. Data were collected through in-depth interviews with ten diaspora families, case studies in Pakistan, and secondary sources such as legal documents, sociological studies, and community reports. Data analysis was conducted thematically to explore how families adapted child engagement practices to host-country laws, social norms, and cultural expectations. The findings show that engagement still plays an important role as a marker of cultural continuity but has undergone significant transformation; i) marriages are postponed until legal and educational requirements, including religious education, are fulfilled; ii) there has been a shift toward a model in which individuals marry based on mutual consent; and iii) intergenerational conflicts arise when children prefer to continue their education rather than marry young. These results confirm that education, economic independence, and the value of equality in Islam are important factors in restructuring traditional practices. Thus, child engagement has not disappeared entirely but has been adapted into a more flexible pattern, allowing diaspora families to remain connected to their cultural heritage while ensuring children’s rights to Islamic education and personal autonomy in modern society
Bullying in Preschools: Prevention through Character Education from an Islamic Perspective
Full text linkPrevention of bullying in preschool requires an approach that is appropriate to early childhood development. This study aims to analyze teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective. A holistic multiple-case design (single unit of analysis) was used as the research design. Data were collected through observations, interviews with one principal and one experienced teacher, and an in-depth analysis of 21 reputable international scientific articles from several countries (United Kingdom, United States, Taiwan, Hong Kong, Indonesia, Saudi Arabia, Malaysia, Switzerland, Korea, Greece, and Sweden). Observations were conducted over twelve days on the teacher’s learning process, and in-depth interviews were carried out with the same teacher and the principal. All data were analyzed using the interactive qualitative data analysis model Miles & Huberman. The results show that teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective are implemented through: (i) providing continuous understanding, good advice, and avoiding discrimination among peers; (ii) demonstrating positive attitudes; (iii) fostering empathy in children; and (iv) maintaining continuous communication between teachers and parents to jointly guide the children. These findings are consistent with behaviorist, constructivist, humanistic, and Islamic perspectives, all of which emphasize the importance of environmental support and direct experience in character building, which in turn has implications for preventing bullying in early childhood. The findings of this study can be used as one of the primary approaches for preventing bullying in early childhood
Seven Profiles of Exemplary Religious Teachers: A Comparative Study in Southeast Asian Muslim Minority Countries
Full text linkTeachers are educators who devote themselves to an educational institution and have the task of guiding and teaching students both within and outside the curriculum. A teacher\u27s character will have an impact on their students. Good character will have a positive impact, and conversely, bad character will have a negative impact. Therefore, teachers must have good character so that they can be role models for their students. This study aims to identify the characteristics of teachers so that they can be good role models for students and other teachers. This study uses a qualitative method with a phenomenological approach. The data sources were taken from observations and individual interviews with nineteen informants consisting of teachers and students using purposive sampling techniques. All data obtained were analyzed using the Miles and Huberman analysis technique. The results of the study show seven findings related to role model teachers in Islamic education in 2024. The seven findings are: i) able to instill Islamic values in students, ii) professional, iii) empathetic, iv) disciplined, v) responsible, vi) motivational, and vii) communicative. All of these findings are expected to serve as guidelines for teachers and as a primary reference for future researchers working on similar topics in different contexts