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All Journal Journal of Noesantara Islamic Studies Journal of Selvicoltura Asean Research Psychologie, Orientation et Conseil Journal of Humanities Research Sustainability Journal of Multidisciplinary Sustainability Asean Scientechno: Journal of Science and Technology Journal Markcount Finance Sharia Oikonomia Law Journal Journal of World Future Medicine, Health and Nursing International Journal of Educational Narratives
Lucas Lima
Universidade São Paulo
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Philosophical Foundations of Holistic Education in the 21st Century Muhammad Nasir; Muhammad Khairul Rijal; Amie Primarni; Lucas Lima; Singgih Prastawa
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1610

Abstract

The 21st century brings an increasing demand for educational approaches that develop not only intellectual but also emotional, social, and ethical dimensions of learners, positioning holistic education as a relevant framework. Rooted in philosophies that value the interconnectedness of knowledge, self-awareness, and community responsibility, holistic education emphasizes the development of well-rounded individuals prepared to engage with complex global issues. This research aims to explore the philosophical foundations of holistic education, examining key principles from thinkers such as Rousseau, Dewey, and Steiner that support a balanced, learner-centered approach. A qualitative research methodology was used, involving a comprehensive literature review of philosophical texts and educational theory. Analysis focused on identifying core values in holistic education, including the nurturing of emotional intelligence, ethical understanding, and social responsibility. The study also examined modern adaptations of these philosophies in contemporary educational practices, highlighting how traditional philosophies inform current holistic teaching methods. Findings indicate that holistic education effectively addresses the multidimensional needs of learners, promoting critical thinking, empathy, and personal growth. The results reveal that integrating these philosophical principles encourages an inclusive and adaptable educational model that aligns with 21st-century learning objectives. Holistic education thus provides a viable alternative to conventional models focused solely on academic achievement. This study concludes that embracing the philosophical foundations of holistic education can foster a more inclusive, adaptive, and socially responsible approach to learning. Further research is recommended to explore practical applications and the impact of holistic education on diverse learning environments.
Adapting Blended Learning Models in Post-Pandemic Education Systems Lucas Lima; Pedro Silva; Omar Khan
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2151

Abstract

Background. The COVID-19 pandemic has significantly disrupted traditional education systems, forcing a rapid transition to online learning. This transition has highlighted the need for flexible and adaptive teaching methods, making blended learning models increasingly relevant. Blended learning, which combines face-to-face and online education, has emerged as a potential solution for post-pandemic education systems. Purpose. This study aims to explore how blended learning models can be adapted and implemented in post-pandemic education systems to enhance student engagement, accessibility, and learning outcomes. A mixed-methods approach was used, combining surveys and interviews with educators and students across various educational institutions. Method. The data were analyzed to assess the effectiveness, challenges, and perceptions of blended learning in post-pandemic contexts. Results. The results indicate that while blended learning models are perceived positively, challenges such as technological limitations, teacher training, and student motivation remain significant. However, schools and universities that successfully integrated blended learning models reported improvements in flexibility, student satisfaction, and academic performance. Conclusion. The study concludes that blended learning has the potential to transform education systems by offering a more personalized, accessible, and adaptable learning experience. For successful implementation, ongoing professional development for educators and investment in technology infrastructure are crucial.  
EDUCATIONAL INTERVENTIONS FOR LEARNING DISABILITIES: EFFICACY AND CHALLENGES Baharuddin Baharuddin; Lucas Lima; Livia Alves
Research Psychologie, Orientation et Conseil Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i4.4368

Abstract

Learning disabilities (LD) affect a significant portion of the student population worldwide, presenting challenges to academic achievement and personal development. While educational interventions have been developed to address these challenges, their efficacy varies across different contexts and student populations. Understanding which interventions are most effective and the challenges they present is essential for improving educational outcomes for students with learning disabilities. This study aims to evaluate the efficacy of various educational interventions for learning disabilities and to identify the challenges faced in implementing these strategies in diverse educational settings. The research seeks to offer insights into the best practices for supporting students with learning disabilities. A systematic review of quantitative and qualitative studies was conducted, focusing on interventions aimed at improving reading, writing, and mathematics skills in students with learning disabilities. Data from 50 peer-reviewed articles were analyzed to assess the effectiveness of these interventions in different educational environments. The findings indicate that personalized instruction, multi-sensory approaches, and assistive technology are the most effective interventions for improving academic outcomes. Educational interventions for learning disabilities are generally effective, though their success is contingent on overcoming several challenges. Future efforts should focus on improving accessibility, teacher support, and tailored interventions to enhance outcomes for students with learning disabilities.
ISLAMIC FEMINISM: REVISITING GENDER ROLES AND WOMEN’S RIGHTS IN CONTEMPORARY MUSLIM SOCIETIES Lucas Lima; Omar Khan; Razia Khan; Lala Khoironi Lutfi
Journal of Noesantara Islamic Studies Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v3i4.4290

Abstract

Islamic feminism has become an important framework for examining the relationship between religious interpretation, gender justice, and women’s rights in contemporary Muslim societies. This study aimed to analyze how Islamic feminist perspectives reinterpret gender roles and evaluate the extent to which these interpretations influence legal recognition, institutional practice, and women’s lived experiences. A qualitative comparative multiple-case design was employed across Indonesia, Malaysia, Morocco, and Tunisia. Data were collected through forty-eight semi-structured interviews, eight focus group discussions, and analysis of sixty scholarly, legal, religious, policy, and civil society documents. Thematic and cross-case analyses revealed that most participants distinguished Islamic ethical principles from patriarchal customs and supported contextual interpretations grounded in justice, dignity, reciprocity, and shared responsibility. Findings also showed a persistent gap between formal rights and women’s practical ability to exercise them, particularly in relation to family decision-making, employment, leadership, legal remedies, and religious authority. These disparities were shaped by legal literacy, financial resources, institutional access, social class, and cultural expectations. The study concludes that Islamic feminism is most effective when theological reinterpretation is connected with legal reform, institutional accessibility, and women’s social agency.    
Co-Authors Ardi Azhar Nampira Baharuddin Baharuddin Bambang Sucipto Clara Mendes Dani Lukman Hakim Dito Anurogo Eny Fahrati Lala Khoironi Lutfi Li Wei Livia Alves Muhammad Khairul Rijal Muhammad Nasir Nilam Cahya Munandar Nurhaini Nurhaini Omar Khan Pedro Silva Raul Gomez Razia Khan Rini Ariyanti Roya Zahir Rustiyana, Rustiyana Singgih Prastawa Siri Lek Thiago Rocha Thiago Rocha Tiago Costa Tiago Costa