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All Journal International Journal of Zakat (IJAZ) Jurnal Pendidikan Progresif
Abderrazak Belabes
Islamic Economics Institute, King Abdulaziz University
Religion Education

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Zakat as a Pluridimensional Concept Abderrazak Belabes
International Journal of Zakat Vol 4 No 1 (2019)
Publisher : Center of Strategic Studies (PUSKAS) BAZNAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.463 KB) | DOI: 10.37706/ijaz.v4i1.165

Abstract

The aim of this study is to highlight the need to think zakāt as a pluridimensional concept. It cannot be studied in depth without a thought that contextualizes, connects and globalizes everything that its existence implies for actors who do not perceive it in the same way. This approach allows to face the error, illusion, uncertainty and risk that may arise from the feeling of sufficiency, which purports to exhaust the real from a specific point of view, especially that which comes from the financialism that perceives zakāt as a constituent of social finance. Hence the need for an eminently collective effort of reflection to provide everyone to refine his peculiar thought and to apprehend the phenomenon as a whole which shows the zakat, in its deepest essence beyond the legal aspect, as a means to create or maintain the social link. Key-words: Zakat, Methodology, Pluridimensional concept, FinancialismJEL Classification: B41, B55, G23, Z13
Bridging Theory and Practice: The Effectiveness of the Hybrid Contextual-Project Based Learning Model in Islamic Economics Courses Kuswanto Kuswanto; Abderrazak Belabes; Muhammad Arif Liputo
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp727-746

Abstract

Sharia Economics education faces significant challenges due to the diverse educational backgrounds of students, the majority of whom are not graduates of Islamic boarding schools (pesantren). This makes the technical terminology of muamalah a significant linguistic barrier. Furthermore, conventional approaches often produce only a superficial understanding (illusion of competence) without adequate depth of material. This study evaluates the implementation of a Hybrid Learning model that integrates Contextual Teaching and Learning (CTL) and Project-Based Learning (PjBL) to align theory with practical realities and improve student learning outcomes. Utilizing a quasi-experimental nonequivalent control group design, this study involved 65 students divided into one experimental class and two control classes. The experimental group engaged with the Hybrid Contextual-Project-Based Learning model, whereas the control group adhered to conventional teaching methods. Learning outcomes were measured using standardized tests and analyzed using One-Way ANOVA, followed by Tukey's HSD post hoc testing. The analysis revealed a statistically significant disparity in learning outcomes. The experimental class achieved a superior average score of 68.43, outperforming the control classes, which averaged between 55 and 57 by more than 10 points. Furthermore, the consistently low performance across both control groups highlights the limitations of traditional methods in fostering deep comprehension. The Hybrid Contextual-Project-Based Learning model demonstrates significant effectiveness in boosting academic competence. By shifting the focus from rote memorization to practical mastery, this model mitigates the "illusion of competence" often present in traditional learning. Consequently, this approach is recommended as an adaptive instructional strategy for cultivating highly capable graduates in Islamic economics. Keywords: hybrid learning, contextual approach, project-based learning, islamic economics education, competency gap.
Co-Authors Kuswanto Kuswanto Muhammad Arif Liputo