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All Journal Solo Universal Journal of Islamic Education and Multiculturalism
Mahmudulhassan
Department of Islamic Studies, Islamic Arabic University
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Negotiating Muslim Youth Identity in Southeast Asia: Psychosocial and Islamic Educational Perspectives Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudulhassan; Mariam Elbanna
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 02 (2025): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v3i2.410

Abstract

Objective: This study explores the identity crisis among Southeast Asian youth shaped by political instability, cultural pluralism, modernization, and colonial legacies. It examines how Islamic ethics, psychosocial theory, and critical pedagogy can support resilient identity formation. Theoretical framework: Grounded in Erikson’s psychosocial theory, Giroux’s critical pedagogy, and Islamic concepts of selfhood (nafs), moral growth (tazkiyah), and communal belonging (ummah), this research offers a holistic lens on identity construction. Literature review: Existing studies overlook the integration of Islamic thought with Western developmental and pedagogical models in Southeast Asia. Although Islamic schools influence youth identity, their deeper psychosocial and moral roles remain underexplored in Indonesia, Malaysia, and Southern Thailand. Method: Using a qualitative, interdisciplinary approach, the study draws from ethnographic case studies, visual data, and interviews. Islamic doctrinal analysis is applied to assess faith-based coping mechanisms and moral development. Results: Identity is shown to be a dynamic, negotiated process. Islamic institutions provide moral clarity and psychological support, while the proposed Dual-Intervention Model, blending critical pedagogy with spiritual introspection, enhances youth resilience and ethical grounding. Implications: The findings inform educators and policymakers seeking to align Islamic education with psychosocial development. The model offers a culturally rooted, interdisciplinary solution to youth identity fragmentation in postcolonial contexts. Novelty: This study introduces a dual-theoretical framework that fuses Islamic ethics with psychosocial and pedagogical theory to build a context-specific approach to identity formation.
Strategy and Implementation of Islamic Personality Development through the Internalization of Religious Values at Madrasah Aliyah Dakka, Bangladesh Mahmudulhassan; Muhammad Abuzar; Lukman Yafi; Ishmah Afiyah; Ishma Amelia
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 02 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i02.201

Abstract

This study aims to analyze the strategy and implementation of Islamic personality development through the internalization of religiosity values in Madrasah Aliyah Dakka, Bangladesh. By examining the educational approaches used, this study explores the extent to which Islamic values are internalized into students' personalities and their impact on their daily behaviour. The research method used is qualitative descriptive with a case study approach. Data were collected through in-depth interviews with teachers, students, and parents, as well as participatory observation and analysis of curriculum documents. The results of the study show that the internalization of religiosity values in Madrasah Aliyah Dakka is carried out through various strategies, including teaching that focuses on a deep understanding of Islamic teachings, extracurricular activities that reinforce Islamic values, and a school environment that supports the application of these values. The students involved showed significant improvements in aspects of Islamic personality, such as discipline, honesty, and social responsibility. The novelty of this study lies in the emphasis on a holistic approach to the development of Islamic personality that not only focuses on cognitive but also emotional and social aspects. This research has made a significant contribution to the development of an effective and relevant Islamic education model in the modern context, especially in Bangladesh. The implications of this study suggest that a comprehensive and structured coaching strategy can produce individuals with strong Islamic personalities, which in turn can contribute to the development of a more harmonious and civilized society.
Co-Authors Alwy Ahmed Mohamed Ishma Amelia Ishmah Afiyah Lukman Yafi Mariam Elbanna Muhammad Abuzar Triono Ali Mustofa