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Scientific Management Theory: a Critical Review from Islamic Theories of Administration Paramboor, Jafar; Musah, Mohammed Borhandden; Al-Hudawi, Shafeeq Hussain Vazhathodi
International Journal of Economic, Business & Applications Vol. 1 No. 1 (2016): International Journal of Economic, Business and Applications
Publisher : Program Pascasarjana, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijeba.2

Early management theory consisted of numerous attempts at getting to know some newcomers to industrial life at the end of the nineteenth century and the beginning of the twentieth century, in Europe and United States. As far as these newcomers were concerned, almost all fields of industry expected that they could open a new way of pattern in the area of conceptualizing the management field with new ideas and thoughts. One of these newcomers was the scientific management theory, the theory of Frederic Winslow Tylor (1896-1915). This paper is a critical review on scientific management theory looking from the descriptive and normative angles of Islamic theories of administration. Starting from the background of the author, and his theory, the paper highlights some of the criticisms arose from the West, followed by Islamic dimensions on the theory of administration, focusing on the individual and social aspects. The paper argues that the values should be taken from Islamic theories of administration which refers to the present world as well as hereafter. Further, some of the implications and possible areas of practicing Islamic theory of administration in higher education management are presented.

Transforming Student Competencies in Emancipated Learning: Entrepreneurship-Based Curriculum Design Trihantoyo, Syunu; Purwono, Rudi; Herachwati, Nuri; Roesminingsih, Erny; Andari, Shelly; Paramboor, Jafar
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 6, No 2 (2023): Volume 6 No 2 Juni 2023
Publisher : Universitas Negeri Malang

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ABSTRACT: Changes in the fulfillment of student competencies in the study program are increasingly massive. Universities are required to be able to be more adaptive and flexible in responding to any changes quickly as well as the ability to detect changes that occur early. This study aims to analyse the transformation of student competencies based on the entrepreneurship curriculum which is discussed in the context of independent learning. The method used in this study was a literature review of 133 articles published in Scopus-indexed journals. This research also used the background of the education management study program at the State University of Surabaya. The results of the study found that to realize the entrepreneurship curriculum in the study program, several aspects are needed, namely: managerial, organizational, 21st-century skills, and the learning process.Keywords: student competence, independent learning, entrepreneurship-based curriculum

Transforming Student Competencies in Emancipated Learning: Entrepreneurship-Based Curriculum Design Trihantoyo, Syunu; Purwono, Rudi; Herachwati, Nuri; Roesminingsih, Erny; Andari, Shelly; Paramboor, Jafar
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 6, No 2 (2023): Volume 6 No 2 Juni 2023
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

ABSTRACT: Changes in the fulfillment of student competencies in the study program are increasingly massive. Universities are required to be able to be more adaptive and flexible in responding to any changes quickly as well as the ability to detect changes that occur early. This study aims to analyse the transformation of student competencies based on the entrepreneurship curriculum which is discussed in the context of independent learning. The method used in this study was a literature review of 133 articles published in Scopus-indexed journals. This research also used the background of the education management study program at the State University of Surabaya. The results of the study found that to realize the entrepreneurship curriculum in the study program, several aspects are needed, namely: managerial, organizational, 21st-century skills, and the learning process.Keywords: student competence, independent learning, entrepreneurship-based curriculum

A Conceptual Framework for Enhancing Academic Research Writing: Integrating Context-Specific Guidance and Swale’s CARs Model Paramboor, Jafar; Effendi Kamaruddin, Ahmad Kamal; Al-Hudawi, Shafeeq Hussain Vazhathodi
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13579

Academic research writing (ARW) is a complex, epistemic, and disciplinary practice fundamental to postgraduate scholarship. Despite its centrality in higher education, novice researchers (NRs) often face persistent challenges, including limited epistemological awareness, difficulties with disciplinary conventions, and inadequate pedagogical support. This study addresses these gaps by proposing a conceptual framework that integrates Swales’ Create a Research Space (CARS) model with context-specific guidance to enhance ARW instruction. A narrative review methodology was employed to synthesize research on four core domains: content, context, language and structure, and cognitive ability. These constituent characteristics were mapped against common difficulties experienced by NRs and aligned with pedagogical strategies for scaffolding academic writing. The findings underscore the need for inclusive and responsive writing instruction that supports epistemic development and academic identity formation. The framework offers practical implications for writing curriculum design, mentoring, and instructional interventions. It also lays the groundwork for future empirical research to test its efficacy across varied educational contexts.

A Conceptual Framework for Enhancing Academic Research Writing: Integrating Context-Specific Guidance and Swale's CARs Model Paramboor, Jafar; Effendi Kamaruddin, Ahmad Kamal; Al-Hudawi, Shafeeq Hussain Vazhathodi
JOLLT Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13579

Academic research writing (ARW) is a complex, epistemic, and disciplinary practice fundamental to postgraduate scholarship. Despite its centrality in higher education, novice researchers (NRs) often face persistent challenges, including limited epistemological awareness, difficulties with disciplinary conventions, and inadequate pedagogical support. This study addresses these gaps by proposing a conceptual framework that integrates Swale's Create a Research Space (CARS) model with context-specific guidance to enhance ARW instruction. A narrative review methodology was employed to synthesize research on four core domains: content, context, language and structure, and cognitive ability. These constituent characteristics were mapped against common difficulties experienced by NRs and aligned with pedagogical strategies for scaffolding academic writing. The findings underscore the need for inclusive and responsive writing instruction that supports epistemic development and academic identity formation. The framework offers practical implications for writing curriculum design, mentoring, and instructional interventions. It also lays the groundwork for future empirical research to test its efficacy across varied educational contexts.

Tracing the Connections between Othupalli of Malabar and Kuttab of the Muslim World Shareef KP, Hassan; Paramboor, Jafar
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 1 (2025): December
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i1.3468

Studies on tracing connections between traditional education systems across different parts of the medieval Muslim world not only contribute to our understanding of Islamic educational history but also provide insights into the development of cultural identity and the transmission of religious knowledge in diverse Muslim communities. This study examines the historical connections between the Othupalli educational system in Malabar, India, and the broader Kuttab system of the medieval Muslim world, addressing a significant gap in academic research. Using a qualitative approach based on a comprehensive literature review, this research provides a comparative analysis of the historical development, organizational structures, and educational methodologies of these systems. The study reveals significant parallels, including their setup as single-teacher institutions focused on Quranic recitation and basic Islamic teachings, while highlighting the Othupalli system's unique adaptations, such as the use of Arabi-Malayalam. Notably, the research uncovers the overlooked role of women as educators in the Othupalli system. Both systems faced challenges in standardization, curriculum development, and quality control. This comparative analysis contributes to understanding how Islamic educational traditions were preserved and adapted across different cultural contexts. The study concludes by identifying avenues for further research, including investigating the long-term effects of these systems on literacy rates, social mobility, and cultural development in their respective societies. These findings have implications for understanding historical Islamic education practices and their potential relevance to contemporary educational challenges in Muslim societies. Keywords: Islamic learning, History, Othupalli of Malabar, Kuttab of the Muslim world

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