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All Journal LECTURES: Journal of Islamic and Education Studies An-Nisa’ Journal of Gender Studies Mapendis International Journal of Culture, Religion and Education Jurnal Manajemen Pendidikan Islam
Mowafg Masuwd
University of Zawia, Libya
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Gender construction in the classical fiqh book Masāil al-Nisā’: Analysis from Judith Butler's perspective Fina Mazida Husna; Indar Wahyuni; Mowafg Masuwd
An-Nisa' Journal of Gender Studies  Vol. 18 No. 2 (2025): An-Nisa' Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v18i2.315

Abstract

A major issue in classical fiqh is gender representation, where women are often positioned subordinate to men. Masāilun al-Nisā’ constructs female identities and domestic roles through the repetition of socio-religious norms. This study examines these performative mechanisms using Judith Butler’s framework to reveal both explicit and implicit gender biases. Employing a descriptive qualitative-interpretative approach, thematic analysis, and Butler’s gender performativity theory, the research analyzes primary texts and supporting literature to uncover constructions of women’s roles, identities, and subordination in domestic contexts. Findings indicate that Masāilun al-Nisā’ constructs female gender identities normatively and performatively within the Javanese context. While affirming moral-spiritual equality, the text prioritizes domestic roles. Butler’s perspective emphasizes that gender hierarchies are socially and religiously constructed, producing female identities recognized through piety, obedience, and domesticity, while reproducing patriarchal structures. These findings expand understanding of gender performativity in local fiqh texts, highlighting the interaction between religion and social construction. Practically, the study informs gender-sensitive religious curricula, revision of classical interpretations, and women’s empowerment in education, economic participation, and public engagement.
Management of Educational Institutions in Libya: Integrating Islamic Education with Environmental Responsibility: Manajemen Lembaga Pendidikan di Libya: Mengintegrasikan Pendidikan Islam dengan Tanggung Jawab Lingkungan Mowafg Masuwd; Shofa Aulia Kumala; Fitroh Khasanah Khasanah
Mapendis: Jurnal Manajemen Pendidikan Islam Vol 3 No 2 (2025): Transformation of MPI in Improving Quality and Responding to Global Challenges
Publisher : Fakultas Tarbiyah Dan Ilmu Keguruan Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/mapendis.33i2.391

Abstract

Libya faces significant environmental challenges such as water scarcity, desertification, and waste management, which impact the sustainability of its ecosystems and the lives of its people. Islamic education has great potential to support environmental sustainability through the integration of ecological principles embodied in the Qur'an. This article aims to explore how educational institutions in Libya can integrate Islamic-based sustainability principles into their curricula. This research uses a qualitative approach with a case study method, collecting data through in-depth interviews with educators and educational institution administrators, and analyzing curriculum documents from various Islamic educational institutions in Libya. The results indicate that while there is great potential to integrate Islamic-based environmental education, the main challenges lie in the lack of government policy support, limited resources, and political instability affecting the education system. This article concludes that realizing sustainability-based education requires more comprehensive educational policy reform and increased collaboration between educational institutions, the government, and the community. This research also recommends developing training for educators to integrate sustainability principles into their teaching.
Improving the Quality of Education Through Quality of Service and Education Costs Rangga Firdaus; Sunarno; Ahmad Fahmi; Fadhillah; Mowafg Masuwd
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 3 (2024): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v9i3.63

Abstract

The quality of education is a key measure of an educational institution's ability to produce high-achieving students. Such institutions must provide effective learning services and ensure education costs remain affordable and aligned with students' needs. This research adopts a quantitative approach, using statistical analysis to process data gathered through questionnaires. The results highlight that service quality (X1) and education costs (X2) have a significant and positive impact on education quality (Y), both independently and collectively. Specifically, the t-test reveals that the t-value for service quality (6.783) exceeds the t-table value (1.992), indicating a significant effect on education quality. Conversely, the t-value for education costs (1.808) falls below the threshold, suggesting no substantial impact. These findings emphasize that service quality is a critical driver of educational quality, while education costs have a less direct effect. The study advocates for prioritizing improvements in service quality, such as better teaching methods and resource availability, while efficiently managing education costs. These strategies are essential to enhancing the overall quality of education and ensuring better outcomes for students. This research provides actionable insights for educational policymakers and institutions aiming for sustainable improvement.
Reconstructing Madrasa Education through Critical Pedagogy: A Freirean Framework for Islamic Educational Reform Alwy Ahmed Mohamed; Muhammad Ndow; Mowafg Masuwd
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 1 (2026): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v5i1.207

Abstract

This study, which examines the continued dominance of transmissive and authority-centred teaching methods in madrasa education, falls under the umbrella of Islamic education reform and critical pedagogy. Many madrasas still use teaching methods that restrict students' critical involvement, dialogical interaction, and sociopolitical awareness despite continuous modernisation initiatives. By offering a revolutionary paradigm grounded in dialogical learning and critical consciousness, this article seeks to reconstruct madrasa education through the prism of Paulo Freire's critical pedagogy. This topic was chosen in response to current discussions on decolonising Islamic education and increasing its applicability in pluralistic settings. This study integrates Freirean theory with key Islamic educational ideas such as tarbiyah, shura (consultation), and moral agency through a qualitative conceptual analysis supported by a critical literature survey. According to the working hypothesis, emancipatory learning can be promoted within madrasa systems while maintaining an Islamic epistemological foundation through critical pedagogical approaches. The results show that a dialogical and participative instructional approach strengthens students' ability for reflection, ethical reasoning, and social responsibility. By providing a theoretically based reform paradigm that connects Islamic educational philosophy and Western critical pedagogy, the study advances the field. In summary, using a Freirean method to rebuild madrasa education is not only a pedagogical novelty; rather, it is a calculated move toward developing Muslim students who are socially and intellectually engaged
Integrating Digital Pedagogy and TQM in Islamic Religious Education: A Mixed-Methods Study in Indonesian Madrasahs to Enhance Teacher Competence and Learning Quality Samsuddin Samsuddin; Abdurrahman Abdurrahman; Abdul Jabar; Nurwahida Nurwahida; Mowafg Masuwd
IJCRE - International Journal of Culture, Religion, and Education Vol. 2 No. 1 (2026): March 2026
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/xnd0t525

Abstract

This study aims to analyze the integration of Total Quality Management (TQM) and digital pedagogy in Islamic Religious Education (IRE) within Indonesian madrasahs to enhance teacher competence and instructional quality. Using a mixed-methods approach, the research combined quantitative correlation analysis with qualitative interviews, observations, and document analysis. The results revealed a positive and significant relationship between TQM implementation and teachers’ digital pedagogical competence (r = 0.64; p < 0.01). Qualitative findings showed that institutional and technological barriers—such as limited digital infrastructure and internet access—remain major challenges, especially in rural madrasahs. However, strong leadership commitment and a culture of continuous improvement were found to mitigate these constraints and foster innovation. The integration of TQM and digital pedagogy also aligns with moral and spiritual dimensions in Islamic education, indicating that digital media can serve as both pedagogical and ethical tools for character formation. The study concludes that sustainable improvement in Islamic education requires leadership grounded in moral integrity, reflective practice, and a continuous quality culture.        
Co-Authors Abdul Jabar Abdurrahman Abdurrahman Ahmad Fahmi Alwy Ahmed Mohamed Fadhillah Fina Mazida Husna Fitroh Khasanah Khasanah Indar Wahyuni Muhammad Ndow Nurwahida Nurwahida Rangga Firdaus Samsuddin Samsuddin Shofa Aulia Kumala Sunarno