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All Journal Al-Ahkam International Journal of Pedagogy and Teacher Education
bin Hassan, Zainudin
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Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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The Critique toward Uṣūl al-Fiqh Literacy of 1890–2023: An Offer for Development Khoir, Tholkhatul; Munawaroh, Lathifah; bin Hassan, Zainudin
Al-Ahkam Vol 34, No 1 (2024): April
Publisher : Faculty of Sharia and Law, Universitas Islam Negeri (UIN) Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ahkam.2024.34.1.19595

Abstract

Critique of uṣūl al-fiqh literacy is very crucial. The scarcity of critique can lead to the risk of intellectual stagnation and an inability to address the legal needs of a constantly changing society, simultaneously causing a lack of resonance with reconstructive ideas. The study aims: 1) to explore evidence of the scarcity of studies criticizing uṣūl al-fiqh from 1890 to 2023; 2) to explain the factors influencing the scarcity of critical works, and 3) to propose steps for the reconstruction of uṣūl al-fiqh. The data sources for this article are works collected from web publishers, digital libraries, and search engines. The data obtained was mapped and analyzed, and its trends were recorded. This study finds that during the period 1890-2023, criticism was the rarest aspect in uṣūl al-fiqh literature. The factors causing the scarcity of critique vary and complement each other, involving scholarly elements, uṣūl al-fiqh factors, and surrounding policies. Although criticism of uṣūl al-fiqh is relatively rare, it does not mean there is no space for reconstruction. Through this study, readers can understand the recent developments in uṣūl al-fiqh and assess the extent to which criticism has been undertaken while reflecting on how reconstruction can be initiated once again.
The Critique toward Uṣūl al-Fiqh Literacy of 1890–2023: An Offer for Development Khoir, Tholkhatul; Munawaroh, Lathifah; bin Hassan, Zainudin
Al-Ahkam Vol. 34 No. 1 (2024): April
Publisher : Faculty of Sharia and Law, Universitas Islam Negeri (UIN) Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ahkam.2024.34.1.19595

Abstract

Critique of uṣūl al-fiqh literacy is very crucial. The scarcity of critique can lead to the risk of intellectual stagnation and an inability to address the legal needs of a constantly changing society, simultaneously causing a lack of resonance with reconstructive ideas. The study aims: 1) to explore evidence of the scarcity of studies criticizing uṣūl al-fiqh from 1890 to 2023; 2) to explain the factors influencing the scarcity of critical works, and 3) to propose steps for the reconstruction of uṣūl al-fiqh. The data sources for this article are works collected from web publishers, digital libraries, and search engines. The data obtained was mapped and analyzed, and its trends were recorded. This study finds that during the period 1890-2023, criticism was the rarest aspect in uṣūl al-fiqh literature. The factors causing the scarcity of critique vary and complement each other, involving scholarly elements, uṣūl al-fiqh factors, and surrounding policies. Although criticism of uṣūl al-fiqh is relatively rare, it does not mean there is no space for reconstruction. Through this study, readers can understand the recent developments in uṣūl al-fiqh and assess the extent to which criticism has been undertaken while reflecting on how reconstruction can be initiated once again.
Generation-Z Preservice Biology Teachers' Beliefs in Using Technology in Their Future Classroom Sudrajat, Ahmad Kamal; Anggrella, Dita Purwinda; Nugroho, Ahmad Iskak; bin Hassan, Zainudin
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v10i1.112507

Abstract

Technology integration has become an important priority in education, particularly in preparing future teachers to use digital tools effectively in classroom practice. Limited attention, however, has been given to how Generation Z preservice biology teachers perceive technology integration in their future teaching. This study aimed to investigate their beliefs about using technology in biology learning, with particular attention to perceived benefits, functional roles of technology, external influences, and gender differences. A quantitative survey design was employed using a Likert-scale questionnaire. Data were collected from 94 final-semester preservice biology teachers at two public state universities in Indonesia. The data were analyzed using descriptive and inferential statistics to examine patterns of beliefs and differences by gender. The findings showed that male participants reported slightly higher average technological proficiency than female participants, although the difference was not statistically significant. Student engagement emerged as the most influential factor shaping preservice teachers’ beliefs about using technology, followed by the function of technology and external factors. No significant gender differences were found across these three factors. These findings suggest that Generation Z preservice biology teachers, regardless of gender, demonstrate comparable readiness to integrate technology into biology learning. Implications of the study indicate that teacher education programs should prioritize the development of advanced technology-integration competencies and provide training that emphasizes pedagogical readiness rather than gender-based differentiation
Co-Authors Dita Purwinda Anggrella munawaroh, lathifah Nugroho, Ahmad Iskak Tholkhatul Khoir