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All Journal Jurnal Abdimas Prakasa Dakara AL-ISHLAH: Jurnal Pendidikan Islam Multicultural Islamic Education Review
Hassan, Fauziah
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Pemahaman Ibadah Warga Emas Malaysia Melalui Kajian Fikih Lansia Hakim, Lukmanul; Athief, Fauzul Hanif Noor; El Ashfahany, Afief; Nur Faizah, Annisa; Hassan, Fauziah
Jurnal Abdimas Prakasa Dakara Vol. 5 No. 2 (2025): Membangun Kemandirian Komunitas: Sinergi Digital, Partisipatif, dan Kultural da
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/japd.v5i2.2507

Abstract

Populasi lansia, atau yang disebut warga emas di Malaysia, menunjukkan tren peningkatan setiap tahunnya. Seiring bertambahnya usia, berbagai keterbatasan fisik seperti mudah lelah dan sakit seringkali muncul, yang dapat memengaruhi kualitas pelaksanaan ibadah sehari-hari. Fikih rukhsah (keringanan) hadir sebagai solusi syariat untuk memudahkan lansia dalam beribadah. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman ibadah pada warga emas di Madrasah Ibnu Mas’ud, Nilai, Malaysia, melalui kajian fikih lansia. Metode yang digunakan adalah penyuluhan tatap muka berbentuk kajian keagamaan yang interaktif. Materi yang disampaikan meliputi kemudahan dalam bersuci (tayamum) dan pelaksanaan salat (jamak) bagi yang memiliki uzur, bersumber dari beberapa kitab fikih otoritatif. Hasilnya, para peserta menunjukkan antusiasme tinggi dan merasa sangat terbantu karena dapat mengetahui berbagai kemudahan yang dibolehkan syariat dalam menjalankan ibadah. Meskipun program ini diterima dengan baik, salah satu kekurangannya adalah tidak adanya pre-test dan post-test untuk mengukur peningkatan pemahaman secara kuantitatif karena keterbatasan fasilitas saat pelaksanaan. Disimpulkan bahwa program ini efektif dalam memberikan edukasi, dan disarankan agar kegiatan selanjutnya menyertakan instrumen evaluasi untuk mengukur keberhasilan secara lebih objektif.
Communicative Competence of Early Childhood Islamic Education Students: The Synergy between Islamic Pedagogy and Modern Communication Studies Suprayitno, Kabul; Hassan, Fauziah; Yekti, Sanjaka; Ahmadi, Ahmadi
Al-Ishlah: Jurnal Pendidikan Islam Vol. 23 No. 2 (2025): Strengthening Islamic Education through Values, Competency Development, and Ch
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.15243

Abstract

Background:Recent scholarship highlights communicative competence as a foundational dimension of teacher professionalism; however, within Islamic Early Childhood Education, its conceptualization remains fragmented, often limited to surface-level linguistic or performative skills. This narrow treatment obscures the ethical, dialogic, and digital dimensions necessary for cultivating educators capable of navigating contemporary pedagogical demands while remaining grounded in Islamic value frameworks. Research Objectives:This study investigates the multidimensional constitution of communicative competence among prospective Islamic early childhood teachers and seeks to theorize an integrative framework, Islamic Educommunication Competence—that synthesizes spiritual–moral ethics, dialogic interaction, and critical digital literacy. Methods: Using an interpretivist qualitative design, data were collected from 60 participants through semi-structured interviews, sustained classroom observations, and document analysis of teaching artifacts. A hybrid inductive–deductive thematic analysis was applied, supported by iterative coding validation and intercoder reliability to ensure analytic rigor. Results: The analysis reveals that communicative competence emerges through three interdependent domains: (1) ethical–spiritual orientation, characterized by adab, sincerity, and moral intentionality; (2) dialogic and sociocultural mediation, reflected in collaborative reasoning, reflective discourse, and contextual sensitivity shaped by local Islamic cultural practices; and (3) critical digital engagement, which enables ethical, multimodal, and audience-responsive communication. Together, these domains articulate a theoretical expansion of communicative competence beyond linguistic ability. Conclusions: The study advances a conceptual model of Islamic Educommunication Competence that repositions communicative ability as an ethical–dialogic construct embedded within digital ecologies. This model offers significant implications for teacher education curricula seeking to integrate Islamic ethics with contemporary communication practices. Future research should examine the model’s transferability across broader Islamic education contexts and its empirical impact on classroom outcomes.
Ta’dib in a Multicultural Digital Society: A Conceptual Framework for Ethical and Inclusive Interactive Education Hassan, Fauziah
Multicultural Islamic Education Review Vol. 4 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v4i1.16483

Abstract

The rapid expansion of digital learning environments has intensified concerns regarding the erosion of ethical values, superficial engagement, and limited inclusivity in multicultural educational contexts. While contemporary educational policies emphasize digital competencies and future-ready skills, there remains a critical lack of integrative frameworks that align technological advancement with ethical and philosophical foundations. This study aims to develop a conceptual framework that integrates the Islamic educational philosophy of Ta’dib with interactive new media, in alignment with the Malaysia Education Blueprint 2026–2035, to foster ethical and inclusive learning. Employing a systematic integrative review design, this study synthesizes insights from three key domains: Islamic educational philosophy, digital pedagogy, and national education policy. Data were collected from scholarly literature and policy documents, and analyzed through thematic and comparative synthesis to identify conceptual convergences, gaps, and opportunities for integration. The findings propose a three-pillar conceptual framework that positions Ta’dib as the epistemological anchor, interactive new media as the pedagogical vehicle, and policy directives as the strategic context. The framework operationalizes ethical and holistic education through the Soft–Sharp–Smart competency structure and a recursive pedagogical cycle emphasizing intentionality, practice, reflection, and social impact. It demonstrates that digital technologies, when guided by ethical principles, can function as transformative environments for cultivating moral reasoning, intercultural competence, and responsible digital citizenship. The study contributes theoretically by bridging fragmented domains of philosophy, technology, and policy, and offers practical implications for educators and policymakers seeking to implement ethically grounded and inclusive digital education in multicultural societies.
Co-Authors Afief El Ashfahany AHMADI Fauzul Hanif Noor Athief Lukmanul Hakim Nur Faizah, Annisa Suprayitno, Kabul Yekti, Sanjaka