Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Binti Mar'atus Sholihah
STIT Muhammadiyah Kediri

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Analisis Kritis Pemikiran Yusuf Qardhawi tentang Pendidikan Gender dalam Islam Kontemporer Dariyanto; Fitri Amalia Majid; Muhammad Ibnu Sholeh; Binti Mar'atus Sholihah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.38

Abstract

This study critically examines Yusuf al-Qaradawi’s thought on gender in contemporary Islam, with particular attention to its relevance to education and socio-religious life. A reassessment of his perspective is warranted given the rapidly evolving contemporary gender discourse, characterized by growing demands for equality in the public sphere, critiques of patriarchal biases in Qur’anic interpretation, and the need for more applicable frameworks for educational policy and practice. This qualitative study employs a literature-based approach and critical analysis of al-Qaradawi’s works alongside relevant scholarly literature. The findings indicate that al-Qaradawi conceptualizes men and women as partners in spiritual, moral, and social responsibilities and supports women’s participation in the public sphere within the ethical boundaries of Islamic teachings. However, on certain gender-related issues, his approach remains cautious, suggesting the need for more contextual and practically oriented interpretations. This study positions al-Qaradawi’s thought as a potential bridge between sharia norms and contemporary demands for social justice. It further recommends integrating a gender-partnership perspective into the curriculum and governance of Islamic educational institutions to promote more equitable and contextually responsive educational practices.
Co-Authors Dariyanto Fitri Amalia Majid Muhammad Ibnu Sholeh