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All Journal Journal of Economic Epistemology and Philosophy Journal of Modern Education Research
Mochamad Dandi
College of Vocational Studies, IPB University, Bogor

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The economic philosophy of Muhammad Baqir al-Sadr: Ontological foundations, distributive justice, and the third way between Capitalism and Marxism Mochamad Dandi
Journal of Economic Epistemology and Philosophy Vol. 1 No. 1 (2026): March 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/jeep.v1i1.1919

Abstract

This opinion paper undertakes a systematic philosophical analysis of the economic thought of Muhammad Baqir al-Sadr (1935-1980), the Iraqi Shia scholar whose foundational works Iqtisaduna (Our Economics) and al-Bank al-la Ribawi fi al-Islam (The Interest-Free Bank in Islam) constitute the most philosophically sophisticated attempt in twentieth-century Islamic thought to construct a comprehensive alternative economic doctrine grounded in Islamic jurisprudence and theology. Drawing on al-Sadr's own primary texts and their reception in both Islamic economic scholarship and comparative political economy, the paper examines the ontological, epistemological, normative, and institutional dimensions of his economic philosophy. It argues that al-Sadr's project is not merely a technical exercise in Islamic jurisprudence applied to economic problems but a fundamental philosophical intervention that challenges the metaphysical premises of both capitalism and Marxism, reconstitutes the concept of economic freedom within a framework of divine sovereignty (tawhid), and develops an original theory of distributive justice grounded in the doctrine of istikhlaf (vicegerency). The paper further examines al-Sadr's treatment of property, production, distribution, and the role of the state, before engaging critically with the principal objections raised against his framework—including concerns about internal consistency, practical implementability, and the adequacy of ijtihad as a mechanism for economic adaptation. The paper concludes by assessing the contemporary relevance of al-Sadr's philosophy for Islamic economic governance and its potential contribution to a pluralist global conversation about post-neoliberal economic alternatives, with particular attention to its implications for Muslim-majority economies such as Indonesia.
Islamic school climate, digital pedagogical readiness, and student engagement in Jakarta madrasahs: A SEM-LISREL study Mochamad Dandi; Dimvy Rusefani Asetya
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

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Abstract

Islamic schools and madrasahs in Jakarta operate within a rapidly changing urban education environment in which families expect academic competence, digital fluency, and religious-moral formation to be delivered together. Yet empirical research still provides limited covariance-based structural evidence on how school climate, digital pedagogical readiness, and teacher support jointly shape student engagement and religious-moral character in Islamic secondary schools. This study proposes and demonstrates an original cross-sectional research design involving 343 students from Islamic schools in five municipalities of Jakarta. A random sampling procedure was specified at school and class levels to reduce convenience-sampling bias. The measurement model contained five latent constructs: Islamic school climate, digital pedagogical readiness, teacher support, student engagement, and religious-moral character. Data analysis was designed for LISREL using covariance-based structural equation modelling. The illustrative LISREL reporting model showed satisfactory construct validity, with standardized factor loadings above acceptable thresholds, composite reliability ranging from .84 to .92, and average variance extracted ranging from .55 to .68. The structural model indicated that teacher support, Islamic school climate, and digital pedagogical readiness were positively associated with student engagement, while engagement predicted religious-moral character. Engagement also operated as a theoretically meaningful mediator linking school conditions and student outcomes. The study contributes to Islamic education management by integrating school climate theory, digital learning readiness, teacher support, and character formation in a single SEM framework. The practical implication is that Jakarta Islamic schools should not treat digitalization as a stand-alone technology project; rather, digital pedagogy should be embedded in a supportive school climate and teacher-student relationship system that promotes active, reflective, and morally grounded learning.
Co-Authors Dimvy Rusefani Asetya