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Education Reform in Post-War Japan: An Interdisciplinary Analysis of Policies, Impact, and Historical Context (1945–1952) Badawi, Habib
At-tadzkir: Islamic Education Journal Vol. 3 No. 2 (2024): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v3i2.56

This academic study examines the profound educational reforms that took place in post-war Japan from 1945 to 1952. The paper focuses on the transformative impact of the United States Education Mission on the Japanese education system during the Allied Occupation. The overarching objective of these reforms was to establish a democratic educational framework encompassing changes in administration, curriculum, textbooks, and teacher performance. This study sheds light on the historical context, policy implementation, and societal responses to these reforms. Additionally, it explores issues related to women's higher education during this transformative era, providing a comprehensive analysis of a pivotal chapter in Japan's history.

The Evolution of Teacher Education and Professional Development in Japan: Education as a Craft Badawi, Ghina; Badawi, Habib
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 4 (2024): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v5i4.1409

This study examines Japan's teacher professional development model, emphasizing teaching as a “craft” and its integration within an extensive in-service education system. It highlights the postwar evolution of teacher training in Japan, where universities play a pivotal role in preparing educators through an integrated system. The research explores assumptions about in-service education, detailing programs such as internal professional development, government-sponsored initiatives, and teacher-led networks. Unique to Japan is the peer-based model fostering collaboration among colleagues, enhancing “craft knowledge” through reflective practice and continuous training. This approach intertwines past professional practices with present applications, preparing for future teaching needs. The historical influence of the postwar American occupation shaped Japan's distinctive teacher education model, combining in-service and graduate-level programs to develop specialized competencies. The study also addresses critical issues, including teachers' intensified working hours, limited autonomy, and the stress linked to ongoing professional development. It underscores how teaching as a craft deeply embeds itself in Japanese teachers' lives, particularly at the elementary level, and identifies six themes influencing their development. Through a descriptive and analytical methodology supported by historical documents, empirical studies, and existing literature, the paper presents a comprehensive overview of Japan's professional development strategies, offering insights into its educational culture. These strategies, based on collaboration and reflective practice, serve as a valuable model for academic communities in Lebanon and the Arab world, highlighting the integration of traditional teaching concepts with modern professional training.

Integrating Creative Digital Content in Pesantren: Improving Santri’s Digital Literacy And Islamic Learning Taufikin, Taufikin; Nurhayati, Sri; Badawi, Habib; Falah, Ahmad; Sholihuddin, Moh.
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 1 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pesantren faces challenges in adapting traditional teaching methods to the development of digital technology. The digital literacy gap and limited infrastructure are the main obstacles to implementing the digitalization of learning. One solution is using creative digital content to improve learners' digital literacy and creativity. This study aims to analyze the implementation of creative digital content in learning in pesantren and assess its impact on digital literacy and creativity of students. In addition, this study also examines the main challenges of pesantren digitalization and proposes strategic solutions to ensure its effectiveness and sustainability. A qualitative approach with a case study at PPATQ Raudlatul Falah Bermi Gembong Pati Central Java was used as the research location, and the Observations were also made at four Islamic boarding schools in the Central Java region. Data were collected through interviews with Santri and Ustadz, joint observation and document analysis. The data were analyzed thematically to identify patterns in the pesantren education system. The results showed that digitization improved santri's understanding of learning materials and their memory. Santris, who actively participates in digital content creation, is more creative and has better digital skills than traditional methods. However, some challenges include inadequate teacher training and limited internet access. Therefore, strategies are needed to control and strengthen the infrastructure. This study contributes to developing digital learning models in Pesantren and provides policy recommendations for Pesantren leaders and stakeholders to support the transformation of Islamic education through technology

The Dialectics of Resistance: Lebanese National Identity Formation Through the Prism of Anti-Occupation Struggle, 1978-2000 Badawi, Habib
El Tarikh : Journal of History, Culture and Islamic Civilization Vol. 5 No. 2 (2024): History: Civilization and Social Change
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jhcc.v5i2.24384

This study explores the formation of Lebanese national identity through anti-occupation resistance from 1978 to 2000, employing historical methodology with a multidisciplinary approach. It examines how resistance shaped Lebanon's collective consciousness, challenged sectarian divisions, and redefined its role regionally and globally. Using a combination of collective memory (Halbwachs), nationalism (Anderson), critical geopolitics (Toal), cultural trauma (Alexander), postcolonial theory (Said and Bhabha), and social movement theory (Tarrow and McAdam), the research analyzes the transformation of fear into resilience and the impact of the 2000 Israeli withdrawal on identity formation. The study highlights the dual nature of resistance culture, both unifying and challenging, and critically examines how shared trauma influences national identity. It addresses generational shifts in perceptions of resistance and focuses on long-term identity implications, offering a forward-looking perspective on Lebanon’s ongoing development. By integrating historical methods with insights from nationalism, social movements, and cultural studies, the research situates Lebanon’s resistance within broader regional and global dynamics, providing insights into asymmetric warfare and the role of non-state actors in international relations.

Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.

Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.

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