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All Journal Al-Mukhlashin: Jurnal Multidisiplin Ilmu
Mukhlis Mukhlis
STAI Al-Jami Banjarmasin, indonesia

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Preparing Future Muslim Educators: Integrating Twenty-First Century Skills into Islamic Teacher Education Programs Mukhlis Mukhlis
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v1i1.48

Abstract

This study aims to formulate an integrative framework for preparing future Muslim educators through the incorporation of twenty-first century competencies into Islamic teacher education. Using qualitative library research, the study reviews scholarly literature concerning teacher education, Islamic pedagogy, educational leadership, and competency-based learning. The analysis indicates that future Islamic educators require a combination of pedagogical expertise, digital literacy, critical thinking, creativity, communication, collaboration, and ethical leadership. The findings further suggest that teacher preparation programs should integrate Islamic values with contemporary educational competencies to produce adaptive and professionally competent educators capable of responding to educational transformation. The proposed framework combines competency-based education with Prophetic educational values to strengthen teacher professionalism and educational innovation. The novelty of this study lies in constructing a holistic competency model specifically designed for Islamic teacher education within the context of global educational transformation.
Inclusive Islamic Education for Learners with Disabilities: Reconstructing Equitable Pedagogical Practices in Contemporary Madrasahs Mukhlis Mukhlis; Ainul Jaria Maidin; Faruk Kerem Sentürk; Ihsan Yilmaz; Esraa Al-Sarray
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v1i2.49

Abstract

This study investigates strategies for reconstructing inclusive Islamic education to ensure equitable learning opportunities for students with disabilities in contemporary madrasahs. A qualitative library research approach was employed through a systematic analysis of literature concerning inclusive education, Islamic educational philosophy, disability studies, and educational equity. The findings indicate that Islamic teachings strongly support inclusive educational practices grounded in justice, compassion, equality, and respect for human dignity. However, challenges remain regarding teacher preparedness, curriculum adaptation, accessibility, and institutional policy. The study proposes an Inclusive Islamic Pedagogical Framework integrating universal design for learning, differentiated instruction, Islamic ethical values, and collaborative educational support systems. The novelty of this study lies in presenting a comprehensive conceptual framework that bridges Islamic educational philosophy with contemporary inclusive education principles to improve educational access and participation for learners with disabilities
Co-Authors Ainul Jaria Maidin Esraa Al-Sarray Faruk Kerem Sentürk Ihsan Yilmaz