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All Journal AL-FANAR: JURNAL ILMU AL-QUR’AN DAN TAFSIR Qiro'ah: Jurnal Pendidikan Agama Islam Khalifa: Journal of Islamic Education Journal of Islamic Civilization and Culture Review
Saim Kayadibi
Marmara University, Turkiye
Religion Arts Humanities Education Social Sciences Other

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 1 
Women, Faith, and Educational Leadership in Colonial Asia: The Case of Rahmah El Yunusiyah Oki Dermawan; Zohaib Hassan Sain; Saim Kayadibi
Journal of Islamic Civilization and Culture Review Vol. 2 No. 1 (2026): Islamic Thought, Civilization, and Contemporary Challenges
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jiccr.v2i1.102

Abstract

This article examines the educational leadership of Rahmah El Yunusiyah in colonial Indonesia, with particular attention to her contribution to Muslim women’s education in Southeast Asia. Using a historical qualitative method based on published historical studies, documentary sources, and interpretive analysis, the study explores how Rahmah El Yunusiyah developed Diniyah Puteri as an alternative educational institution for girls under colonial rule. The findings show that her leadership was expressed through three main strategies: building an institution outside colonial educational priorities, legitimizing women’s education through Islamic values, and combining religious instruction with modern pedagogical practices. These strategies enabled Rahmah not only to challenge colonial and patriarchal restrictions at the local level, but also to offer a model of Muslim women’s education that gained wider recognition in the Malay-Indonesian world. Her contribution to Southeast Asia lies in demonstrating that Islamic schooling for girls could become a legitimate space for women’s intellectual formation, social participation, and leadership development. The study argues that Rahmah El Yunusiyah represents a non-Western model of educational leadership rooted in faith, social reform, and women’s empowerment. This case contributes to broader discussions on women’s leadership, Islamic education, and the history of education in colonial Asia.
Islamic Education in Secular Europe: Governance, Mediation and Pluralism Defriyanto Defriyanto; Saim Kayadibi; Moses Adeolu Agoi; Oki Dermawan; Nurul Jannati Salsabila
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.454

Abstract

This article explores the negotiation of Islamic education within secular schooling systems in Europe, focusing on governance challenges, teacher mediation, and pluralistic approaches to identity and tolerance. Using a Systematic Literature Review (SLR), the study synthesizes research conducted in the Netherlands, Finland, Germany, and the United Kingdom to examine how Islamic educational values are accommodated in public frameworks. The findings reveal persistent obstacles, including unequal access to religious education, tensions between religious commitments and secular expectations, and policy asymmetries across national contexts. Teachers are identified as pivotal actors who mediate between Islamic traditions and dominant secular norms, supporting Muslim students’ identity formation while facilitating their social adaptation in plural societies. Furthermore, pluralistic pedagogical orientations are shown to enhance mutual recognition and cultivate students’ capacity to engage constructively with cultural and religious diversity. By highlighting these dynamics, the study contributes policy-relevant insights for designing inclusive educational arrangements that balance religious identity with secular governance, thereby strengthening tolerance and cohesion in Europe’s multicultural environment.
Al-Dakhil in Al-Futuhat al-Makkiyyah: Ibn ‘Arabi’s Analysis of Surah Al-Fatihah Nadiatul Fadhilah; Muhammad Ulinnuha; Saim Kayadibi; Oki Dermawan
Al-Fanar: Jurnal Ilmu Al-Qur’an dan Tafsir Vol 8 No 2 (2025): July
Publisher : Fakultas Ushuluddin dan Dakwah Institut Ilmu Al-Qur'an (IIQ) Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33511/alfanar.v8n2.147-160

Abstract

The study of al-dakhil in Quranic exegesis serves as an important instrument for evaluating the validity of sources and the authority of interpretation, particularly in Sufi exegetical works that frequently incorporate symbolic (ishari) and metaphysical interpretations. One of the most prominent works within this tradition is Al-Futuhat al-Makkiyyah by Ibn ‘Arabī, whose interpretation of Surah Al-Fatihah reflects a strong orientation toward philosophical Sufism. This article aims to identify the forms of al-dakhīl in Ibn ‘Arabī’s interpretation of Surah Al-Fatiḥah and to analyze the factors underlying their emergence. Employing a qualitative approach with content analysis, the study utilizes Al-Futūhāt al-Makkiyyah as its primary source, while secondary data are drawn from relevant literature on al-dakhil, Sufi exegesis, and Ibn ‘Arabī’s intellectual thought. The analysis is conducted using ‘Abd al-Wahhab Fāyed’s theory of al-dakhil, alongside the criteria of al-aṣīl in Sufi exegesis, namely conformity with Arabic linguistic principles and consistency with Islamic legal teachings. The findings reveal six instances of al-dakhīl in the interpretation of Surah Al-Fātihah, consisting of one fabricated ḥadīth categorized as al-dakhil al-ma’thūr dakhlan shadidan, two ishari interpretations classified as al-dakhil al-ishari dakhlan shadidan, and three ishari interpretations categorized as al-dakhil al-ishari dakhlan yasiran. These findings indicate that Ibn ‘Arabī’s philosophical-Sufi orientation constitutes the dominant factor behind the emergence of al-dakhil, while also underscoring the importance of critically evaluating the validity of Sufi exegesis within contemporary Quranic studies.
Challenges and Strategies of Quranic Teachers in Teaching Students at Indonesian Islamic Boarding Schools Naisya Putri Arifin; Saim Kayadibi; Oki Dermawan
Qiro'ah : Jurnal Pendidikan Agama Islam Vol 16 No 1 (2026): June
Publisher : Department of Islamic Education, Faculty of Tarbiyah Institut Ilmu Al-Qur'an (IIQ) Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33511/qiroah.v16n1.35-47

Abstract

Quranic learning in Islamic boarding schools plays a vital role in developing students’ ability to read, understand, and practice the values of the Quran in their daily lives. However, teachers often encounter various challenges that may affect the effectiveness of the learning process. This study aims to analyze the challenges faced by Quranic teachers and examine the strategies they employ in teaching students at Islamic boarding schools. This research adopted a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation and were analyzed descriptively. The findings reveal that teachers face several challenges, including differences in students’ abilities to read and comprehend the Quran, classroom management issues, and the need to provide equal attention to all students during the learning process. To address these challenges, teachers implement various strategies, such as applying diverse teaching methods, organizing learning groups, utilizing peer tutoring, providing intensive guidance, and employing engaging learning media. These strategies contribute to increased student motivation, participation, and learning effectiveness. The study highlights the importance of adaptive and student-centered teaching strategies in supporting the successful implementation of Quranic learning in Islamic boarding schools.
Co-Authors Defriyanto Defriyanto Moses Adeolu Agoi Muhammad Ulinnuha Nadiatul Fadhilah Naisya Putri Arifin Nurul Jannati Salsabila Oki Dermawan Zohaib Hassan Sain