Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Ar-Rayyan: Journal of Islamic Education
Najeeb Yahya
Al Mustafa International University, Islamic Republic of Iran

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Transformative Islamic Character Education through Project-Based Learning: Promoting Social Responsibility among Muslim Students Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i1.218

Abstract

Character education remains one of the primary objectives of Islamic education; however, conventional instructional methods often fail to provide meaningful opportunities for students to practice moral values in authentic social contexts. This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) in promoting transformative Islamic character education and strengthening students' social responsibility. The research adopted a quasi-experimental design involving two comparable classes from Islamic secondary schools. Data were collected using character assessment scales, observation sheets, reflective journals, and interviews. Statistical analysis revealed that students participating in project-based learning achieved significantly higher levels of empathy, cooperation, leadership, responsibility, and civic engagement compared to those receiving conventional instruction. Students also demonstrated increased motivation to implement Islamic values through community service activities and collaborative social projects. The findings suggest that experiential learning provides authentic opportunities for internalizing Islamic moral principles. The novelty of this study lies in integrating Project-Based Learning with Islamic character education into a transformative pedagogical framework that encourages active citizenship and sustainable community engagement
Neuroscience-Based Islamic Religious Education: Strengthening Students’ Spiritual Intelligence and Meaningful Learning Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i2.223

Abstract

This study examines how neuroscience can inform Islamic Religious Education (IRE) to strengthen students’ spiritual intelligence and meaningful learning. The study employed library research with a qualitative-descriptive and integrative literature review approach, analyzing recent scholarly literature on educational neuroscience, brain-based learning, spiritual intelligence, meaningful learning, and Islamic education. The findings indicate that neuroscience-based IRE should not be understood as merely applying biological knowledge of the brain to religious instruction, but as an integrative pedagogical framework connecting cognition, emotion, attention, memory, motivation, reflection, spirituality, and moral action. The synthesis shows that meaningful religious learning becomes stronger when students connect new Islamic concepts with prior knowledge, emotionally relevant experiences, reflective activities, authentic problems, Qur’anic values, and real-life practices. Spiritual intelligence is strengthened through repeated opportunities for self-awareness, transcendental reflection, ethical decision-making, gratitude, empathy, worship, and meaning-making. The novelty of this study lies in proposing an integrative Neuroscience-Based Islamic Religious Education Framework that connects neurocognitive processes with Islamic spiritual formation rather than treating neuroscience and spirituality as separate domains. The framework emphasizes brain readiness, emotional engagement, meaningful construction, spiritual reflection, behavioral internalization, and continuous reflection as interconnected stages of IRE learning.
Co-Authors Helene Knudstad Md. Sultan Mahmud