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All Journal Dirosat : Journal of Islamic Studies Reflektika Maharot : Journal of Islamic Education
Muhamad Basyrul Muvid
Univ Dinamika Sby
Religion Education Social Sciences Other

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MENJUNJUNG TINGGI ISLAM AGAMA KASIH SAYANG DAN CINTA KASIH DALAM DIMENSI SUFISME Muhamad Basyrul Muvid
Reflektika Vol 16, No 2 (2021)
Publisher : Institut Dirosat Islamiyah Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v16i2.523

Abstract

This paper seeks to explore in detail about Islam as a religion of compassion and love in the wrap of Sufism. This research is a literature that takes its main source from various literature related to the above theme. The results of the analysis state that Islam is not in the least ordered to be anarchic and intolerant, but instead Islam teaches and educates people to be gentle, appreciative, kind, compassionate to all creatures of Allah as Allah Himself is kind to His creation. This is in accordance with the teachings of Sufism (Sufistic Islam), which confirms noble morality, moral hygiene, soul and mind that are very far from negative elements and all bad deeds, for that the idea of Islam as a religion of mercy and love is very important especially strengthened by the Sufistic dimension.
ANALISA TENTANG KONSEP FEMINISME DALAM ISLAM Muhamad Basyrul Muvid
Dirosat : Journal of Islamic Studies Vol 7, No 2 (2022): Dirosat: Journal of Islamic Studies
Publisher : Institut Dirosat Islamiyah Al-Amien Prenduan Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/dirosat.v7i2.971

Abstract

This article study seeks to analyze in depth the concept of feminism in Islam. The beginning of their creation is the same as that of men. In Islam, women also have the same rights and duties with courtesy. They have the same obligations of worship, receiving punishment and punishment in addition to compensation and bad actions. There are many other areas of Islamic concepts. However, in sustainable development, feminism causes a release for women's lives. In the end, this contradicts the idea of equal rights and obligations between men and women in Islam. Feminism in Islam is a movement to provide equal opportunities to women in the social, economic, political, educational and cultural fields, while remaining women as creatures who must obey men in the household frame. That is, the feminist movement in Islam does not make women out of their nature, which will cause new problems.
Case-Based Learning in Islamic Education: A Pedagogical Framework for Strengthening Student's Critical Thinking Muhamad Basyrul Muvid
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2598

Abstract

Twenty-first-century learning requires instructional approaches that promote critical, innovative, and creative thinking through contextual and student-centered learning. However, Islamic Education remains largely dominated by conventional teaching practices that have not yet optimally fostered students’ critical thinking skills. This study aims to develop a conceptual and pedagogical framework for Case-Based Learning (CBL) in Islamic Education to strengthen students’ critical thinking skills. Using a library research approach, this study reviewed scholarly sources from Google Scholar, ERIC, academic books, reputable journal databases, and relevant scientific publications. The literature was analyzed through qualitative content analysis involving source selection, data reduction, categorization, comparison, interpretation, and conceptual synthesis. The analysis was guided by Constructivist Learning Theory, Experiential Learning Theory, Critical Thinking Theory, and the philosophical foundations of Islamic education associated with Al-Ghazali and Al-Attas. The synthesis indicates that CBL in Islamic Education can strengthen critical thinking by integrating cognitive, affective, and Islamic value dimensions through contextual real-life cases. The proposed framework guides students to identify problems, analyze causal factors, evaluate contextual situations, reflect on Islamic ethical principles, and formulate reasoned solutions systematically. These processes facilitate the development of higher-order thinking and critical thinking skills while strengthening students’ moral and religious awareness. The originality of this study lies in its integrative conceptual synthesis that connects CBL principles, twenty-first-century critical thinking competencies, and Islamic educational values within a coherent pedagogical framework. Unlike previous studies that have generally examined Case-Based Learning, critical thinking, or Islamic Education separately, this study provides a comprehensive framework that links contextual case analysis with Islamic ethical reflection and value-based decision-making. Thus, this study contributes theoretically and pedagogically to the development of contextual, student-centered, reflective, and value-based Islamic Education learning in the twenty-first century.
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