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All Journal IJECA (International Journal of Education and Curriculum Application) Anthroposia: Journal of Social and Human Development
Muslim Muslim
Universitas Sebelas Maret Surakarta
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Role of Sheikh Dr. H. Abdul Karim Amrullah in Developing Muhammadiyah in Maninjau West Sumatera Muslim Muslim; Ihsan Ihsan
IJECA (International Journal of Education and Curriculum Application) Vol 1, No 3 (2018): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v1i3.2120

Abstract

This study aims to describe the role of Sheikh Dr. Abdul Karim Amrullah in developing Muhammadiyah in Maninjau. This type of research is qualitative research with historical methods, and heuristic measures, source criticism, interpretation, and historiography. The theory and approach in this research is the phenomenological approach and the theory of study figures. The results obtained from this study first, Sheikh Dr. H. Abdul Karim was a scholar who was born in 1879 Ad and died in 1945 A.D. He was born to a religious family, since childhood he has received a religious education from both parents and then continued his education through non-formal course. Secondly, the role of Sheikh Dr. H. Abdul Karim Amrullah in developing Muhammadiyah in Maninjau, backed by the religious condition of Maninjau that time has been mixed only, is no longer distinguished where the teachings of pure Islam and which are mixed with bid'ah, and Khurafat. This is what prompted Sheikh Dr. H. Abdul Karim Amrullah to make updates to Islam that has been corrupted in Maninjau. Therefore, to accelerate this renewal. He was the pioneering establishment of Muhammadiyah in Maninjau, after his return from Java in 1925 A.D.
Education and Human Development: A Conceptual Examination of UNDP and UNESCO Global Reports Marito Ritonga; Muslim Muslim; Leonardus Teguh Handoyo
Anthroposia: Journal of Social and Human Development Vol. 1 No. 1 (2026): March: Anthroposia: Journal of Social and Human Development
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/1hzcj225

Abstract

This study examines how education is conceptually framed within global human development discourse by analyzing major policy texts produced by UNDP and UNESCO. The research is motivated by the growing prominence of education as a multidimensional driver of social transformation, institutional capacity, and sustainable development, alongside persistent theoretical tensions between human capital and capability-based interpretations of learning. Using a non-empirical qualitative design grounded in conceptual and document-based analysis, the study systematically codes and compares global reports to identify recurring normative assumptions, developmental logics, and epistemic models underlying educational narratives. The findings reveal that global reports consistently position education as a translational institution linking agency, governance, equity, and sustainability, while also embedding hybrid conceptual logics that combine economic productivity, social justice, and institutional resilience. This discursive hybridity both enriches and complicates policy interpretation, shaping how development agendas are localized and operationalized across governance levels. The study concludes that education functions as a central epistemic infrastructure of contemporary human development policy, mediating between global norms and institutional practice, and that conceptual analysis of global reports provides critical insight into the governance dynamics of international education discourse.
Co-Authors Ihsan Ihsan Leonardus Teguh Handoyo Marito Ritonga