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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.

Linguistic Equity in Digital Age Education: A Critical Examination of Language Hierarchies, Technological Bias, and Multilingual Pedagogies Badawi, Habib
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.973

The digital revolution in education has ushered in unprecedented opportunities for language learning, yet it has simultaneously perpetuated and amplified deep-seated linguistic inequalities that mirror broader colonial and imperial legacies. This comprehensive study interrogates the mechanisms through which digital educational technologies systematically reinforce linguistic hierarchies, marginalizing multilingual learners through algorithmic biases and persistent monolingual orientations embedded within their fundamental architectures. By employing a sophisticated mixed-methods approach that combines critical discourse analysis of dominant platforms, including Duolingo, Rosetta Stone, and Babbel, with extensive ethnographic case studies of translanguaging classrooms across diverse global contexts, this research unveils the systemic privileging of standardized linguistic varieties such as Received Pronunciation and Castilian Spanish at the deliberate expense of Afro-Hispanic, Indigenous, and regional dialectal variations. Neural translation systems demonstrate stark accuracy disparities when processing low-resource languages, while gamification mechanics consistently penalize authentic translanguaging practices that reflect natural multilingual communication patterns. However, classrooms that have courageously adopted critical multilingual digital pedagogies demonstrate significantly enhanced learner engagement, heightened metalinguistic awareness, and stronger heritage language retention rates. This study advances a novel theoretical framework termed critical multilingual digital pedagogy, which synthesizes translanguaging theory with critical technology studies and algorithmic justice principles. It contributes actionable design principles for developing more equitable educational technologies while underscoring the urgent necessity of centering linguistic human rights within contemporary digital education policy frameworks.

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System Badawi, Habib
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 1 (2024): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v5i1.663

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

Dhikr-Based Qur’anic Education and Early Religious Character Development of Young Learners Taufikin, Taufikin; Nurhayati, Sri; Harun, Makmur; Badawi, Habib
Fenomena Vol 24 No 2 (2025): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v24i2.351

Developing religious character in elementary school children through Qur'anic dhikr practices often faces challenges, especially in bridging ritual recitation with deeper spiritual internalization. While previous studies highlight the general role of tahfīẓ and dhikr in character formation, little research has examined the operational use of specific Qur'anic verses in structured daily routines for young learners. This study explores the implementation of Sūrat al-Insān verses 25–26 in daily dhikr activities at the Tahfidz Qur'an Islamic Boarding School for Children Raudlatul Falah (PPATQ RF). It identifies its implications for the development of children's religious character. Using a qualitative case study approach, data were collected through one-week participatory observation, in-depth interviews with teachers and parents, and document analysis. Thematic analysis was applied to triangulate findings across interviews, observations, and institutional records. Results show that structured daily dhikr grounded in Qur'anic verses enhances children's spiritual discipline, emotional stability, and religious awareness. Challenges include children's physical adaptation to demanding schedules, limited comprehension of abstract spiritual meanings, and inconsistent family support. The study concludes that an integrated dhikr approach—linking physical, emotional, and spiritual dimensions—significantly strengthens religious character formation. It demonstrates how operationalizing specific Qur'anic verses within a structured educational routine provides a replicable model for early character development. Pembentukan karakter religius pada anak usia sekolah dasar melalui praktik dzikir Qur’ani sering menghadapi kendala, terutama dalam menjembatani antara bacaan ritual dan internalisasi spiritual yang lebih mendalam. Meskipun penelitian sebelumnya menyoroti peran umum tahfīẓ dan dzikir dalam pembentukan karakter, masih sedikit penelitian yang mengkaji penggunaan operasional ayat-ayat Qur’an tertentu dalam rutinitas harian yang terstruktur bagi anak-anak. Penelitian ini mengeksplorasi implementasi Surat al-Insan ayat 25–26 dalam aktivitas dzikir harian di Pondok Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF) serta mengidentifikasi implikasinya terhadap pembentukan karakter religius anak. Penelitian menggunakan pendekatan kualitatif studi kasus dengan teknik observasi partisipatif selama satu minggu, wawancara mendalam dengan guru dan orang tua, serta analisis dokumen. Analisis tematik diterapkan untuk menelaah temuan melalui triangulasi data wawancara, observasi, dan dokumen institusional. Hasil penelitian menunjukkan bahwa dzikir harian yang terstruktur berdasarkan ayat-ayat Qur’an mampu meningkatkan disiplin spiritual, kestabilan emosi, dan kesadaran religius anak. Tantangan yang muncul mencakup adaptasi fisik anak terhadap jadwal yang padat, keterbatasan pemahaman makna spiritual yang abstrak, serta dukungan keluarga yang tidak konsisten. Penelitian ini menegaskan bahwa pendekatan dzikir yang terintegrasi—melibatkan aspek fisik, emosional, dan spiritual—secara signifikan memperkuat pembentukan karakter religius. Kontribusi penelitian terletak pada penunjukan bagaimana operasionalisasi ayat Qur’an tertentu dalam rutinitas pendidikan terstruktur dapat menjadi model yang dapat direplikasi untuk pengembangan karakter sejak dini.

Humor sebagai pedagogi etis di perguruan tinggi Indonesia: pengalaman mahasiswa, jenis humor efektif, dan strategi pengajaran berorientasi SDG 4 Taufikin, Taufikin; Nurhayati, Sri; Badawi, Habib
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13208

A rigid and stressful classroom environment can reduce students’ motivation and increase academic anxiety. Humour in learning serves as an effective pedagogical strategy to enhance engagement, reduce tension, and strengthen memory retention. However, not all types of humour positively influence the learning process. This study aims to identify the most effective types of humour and optimal strategies for their implementation in Indonesian higher education. Employing a qualitative-phenomenological approach, data were collected through structured interviews with 40 students from multiple universities. The findings reveal that academic humour is the most effective in improving comprehension and retention, while spontaneous humour promotes student engagement. In contrast, irrelevant or excessive humour tends to distract students from their focus. The study's novelty lies in integrating Islamic educational values with Western educational psychology to explain the role of humour in fostering a balanced, enjoyable, and ethically guided learning environment. The research aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing the importance of inclusive and engaging pedagogical practices that enhance the quality of learning in higher education. The study also provides practical recommendations for lecturers to apply humour responsibly as a pedagogical tool that supports motivation, engagement, and meaningful learning.

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