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Developing Religious Identity: Assessing the Effects of Aliya Madrasahs on Muslim Students in Bangladesh Mahmudulhassan, M; Abuzar, Muhammad
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 01 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i01.135

This study explores the complex function of Aliya Madrasahs in Bangladesh, particularly emphasising how they affect Muslim students' identities and religious practices. The study clarifies the complex roles these institutions play through qualitative methods. Aliya Madrasah offers contemporary and religious education, encouraging academic instruction, spiritual development, moral improvement, and community involvement. The curriculum covers various topics and incorporates modern knowledge with Islamic principles. The research also outlines areas that require improvement, including community participation programs, teacher preparation programs, infrastructural development, and curriculum improvements. Aliya Madrasahs can improve their ability to mould practising Muslims who can navigate both the religious and secular arenas by putting these suggestions into practice. This study provides ideas for future growth and development while highlighting Aliya Madrasah's crucial role in shaping Muslim students' religious identities and practices in Bangladesh.

Strategy and Implementation of Islamic Personality Development through the Internalization of Religious Values at Madrasah Aliyah Dakka, Bangladesh Mahmudulhassan; Abuzar, Muhammad; Yafi, Lukman; Afiyah, Ishmah; Amelia, Ishma
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 02 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i02.201

This study aims to analyze the strategy and implementation of Islamic personality development through the internalization of religiosity values in Madrasah Aliyah Dakka, Bangladesh. By examining the educational approaches used, this study explores the extent to which Islamic values are internalized into students' personalities and their impact on their daily behaviour. The research method used is qualitative descriptive with a case study approach. Data were collected through in-depth interviews with teachers, students, and parents, as well as participatory observation and analysis of curriculum documents. The results of the study show that the internalization of religiosity values in Madrasah Aliyah Dakka is carried out through various strategies, including teaching that focuses on a deep understanding of Islamic teachings, extracurricular activities that reinforce Islamic values, and a school environment that supports the application of these values. The students involved showed significant improvements in aspects of Islamic personality, such as discipline, honesty, and social responsibility. The novelty of this study lies in the emphasis on a holistic approach to the development of Islamic personality that not only focuses on cognitive but also emotional and social aspects. This research has made a significant contribution to the development of an effective and relevant Islamic education model in the modern context, especially in Bangladesh. The implications of this study suggest that a comprehensive and structured coaching strategy can produce individuals with strong Islamic personalities, which in turn can contribute to the development of a more harmonious and civilized society.

Exploring the Dynamics of Student Motivation and Behavior: A Qualitative Analysis of Influencing Factors and Effective Interventions Mahmudulhassan; Abuzar, Muhammad; Ahmed Khondoker, Saif Uddin; Rahman, Obydur
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 03 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i03.202

Objective: This study investigates the key factors influencing student motivation and behavior in higher education, with a specific emphasis on student engagement, counseling, and mental health services. The main objective is to understand how these components contribute to students’ academic and personal development, enhance their learning experiences, and foster a healthy and inclusive campus environment. Theoretical framework: The theoretical framework draws from Self-Determination Theory (SDT), which highlights the significance of autonomy, competence, and relatedness in motivating individuals. Literature review: The literature review supports the role of student-centered support systems, particularly mental health and counseling services, as essential for academic persistence and emotional resilience. Methods: A qualitative research approach was adopted, employing focus groups and in-depth interviews with a diverse set of participants. These included faculty members across various disciplines, professional counselors, mental health practitioners, and students. Results: The study reveals that intrinsic motivation—fostered through an inclusive and supportive academic culture—is a major determinant of student success. Students who actively engage in academic and extracurricular activities demonstrate more positive behavior and show higher levels of motivation and resilience. Counseling and mental health services play a crucial role in helping students navigate emotional and psychological stress, thus sustaining their engagement and well-being. Implications: The findings have significant implications for higher education institutions. They underscore the need to prioritize mental health services and student engagement programs as core components of student success strategies. Institutions should create opportunities for leadership, peer support, and inclusive learning to strengthen students’ sense of belonging and community. Novelty: The novelty of this study lies in its integrated perspective, combining academic, psychological, and social dimensions to propose a holistic model for fostering student motivation and behavior.

Strategies for Forming Student Discipline in Islamic Elementary Schools Malaysia: A Holistic Approach in Character Education Mahmudulhassan; Abuzar, Muhammad; Mohammad Riazul, Shikdar; Rahman, Obydur; E-sor, Abdulrohim
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 03 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i03.204

This study aims to analyze the strategy of forming student discipline in Islamic Elementary Schools in Malaysia through a holistic approach to character education. The main focus of this research is to identify the methods and practices used by these schools in shaping student discipline, as well as how a holistic approach can support balanced and sustainable character development. This study uses a qualitative method with a case study approach. Data were collected through in-depth interviews with teachers, principals, and parents of students, as well as through direct observation in several selected Islamic Elementary Schools in Malaysia. Data analysis was carried out using thematic analysis techniques to identify patterns and main themes related to discipline formation strategies. The results show that Islamic Elementary School students in Malaysia have adopted various discipline formation strategies that integrate Islamic values with the principles of character education. The holistic approach applied includes spiritual coaching, strengthening social relationships between students, and the application of fair and consistent discipline. The study also found that collaboration between schools and parents has an important role in shaping student discipline, with an emphasis on the values of togetherness, responsibility, and honesty. The novelty of this study lies in the disclosure of how a holistic approach to character education can have a positive impact on the formation of sustainable discipline in the primary school environment. The implications of this study show that a holistic approach that integrates religious, social, and emotional values can be an effective model in shaping student discipline in Islamic Elementary Schools. This research makes an important contribution to the development of student character education strategies in Islamic Elementary Schools in Malaysia and can be a reference for education practitioners in improving the quality of character education in other educational institutions.

A Comparative Study on the Competence of Ideal Teachers According to Al-Ghazali and Abdullah Nashih Ulwan: Their Relevance and Application in the Modern Education System Mahmudulhassan; Abuzar, Muhammad; Mohammad Riazul, Shikdar; Rahman, Obydur; E-sor, Abdulrohim
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 03 (2024): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v2i03.205

This study aims to conduct a comparative study on the concept of ideal teacher competence according to Al-Ghazali and Abdullah Nashih Ulwan, as well as examine their relevance and application in the modern education system. Teacher competence, which includes aspects of knowledge, skills, and morals, is an important element in shaping the quality of education. Al-Ghazali and Abdullah Nashih Ulwan, as prominent scholars, have made significant contributions in formulating the characteristics of the ideal teacher from the Islamic perspective. This study uses a qualitative method with a descriptive-analytical approach, where data is collected through an in-depth literature study of the works of the two figures. The results of the study show that although there are some similarities in the views of Al-Ghazali and Abdullah Nashih Ulwan related to the competence of ideal teachers, such as the emphasis on noble morals and mastery of science, there are also differences in the context of their application. Al-Ghazali emphasizes more on the role of teachers in building the character of students and the educational community, while Abdullah Nashih Ulwan focuses more on the aspects of mastery of knowledge and teaching methods. The novelty of this study lies in a comparative analysis that reveals the relevance of the views of these two scholars in answering the challenges of modern education, including in the application of technology and curriculum development. The implications of this research are expected to be a reference for policymakers and education practitioners in formulating teacher competency development strategies based on Islamic values, which are by the demands of the times without ignoring religious principles.

Night Work Culture in Professional and Sharia Perspectives Mahmudulhassan; Abuzar, Muhammad; Nirwana, Andri
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 2 No. 03 (2024): Main Thema: Social and Humanities Transformation in Addressing Challenges and
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v2i03.198

This study aims to investigate work culture and sharia views on night work, focusing on responsibility, ethics, and its impact. This research method uses a qualitative approach by conducting a literature review and analysis of relevant primary and secondary sources. The results show that modern work culture often encourages individuals to work at night, especially in the service, health, and hospitality industries. Nevertheless, the Sharia view emphasizes the importance of balance between work and worship, as well as maintaining physical and mental health. In this context, working nights can pose moral and social challenges that need to be carefully considered. The novelty of this research lies in merging the perspective of modern work culture with the view of sharia, which is rarely explored thoroughly. The results of this analysis provide a deeper understanding of individual responsibilities in undergoing night work, as well as provide ethical guidance relevant to the Islamic context. In conclusion, this research can provide valuable insights for individuals, organizations, and communities in understanding the implications of night work from the point of view of work culture and sharia

Harmony in the Family: Indicators of Marriage Success in Cultural and Religious Foundations in Bangladesh Mahmudulhassan, M; Abuzar, Muhammad
Demak Universal Journal of Islam and Sharia Vol. 2 No. 03 (2024): Main Thema: The Dynamics of Islamic Law (Sharia) in Society – Strategies for I
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v2i03.136

This study aims to investigate the concept of harmony in the family in the context of Islamic culture and religion in Bangladesh. The research methods used include surveys, interviews, and document analysis to understand the formulas and indicators of marriage success within the foundation of Islamic culture and religion. The results showed that family harmony in Bangladesh is strongly influenced by religious values and strong cultural traditions. The formula for successful marriage includes good communication, mutual understanding, fidelity, and active involvement in family activities. Success indicators include happiness and peace in the marriage relationship, as well as harmony in daily interactions between married couples and other family members. Thus, the study provides valuable insights into how Islamic culture and religion shape the concept of harmony in families in Bangladesh.

The Integration of Islamic Epistemology in Ethical and Multicultural Education: Pedagogical Strategies and Challenges Mahmudulhassan, Mahmudulhassan; Abuzar, Muhammad; Khondoker, Saif Uddin Ahmed; Khanom, Jobeda
Multicultural Islamic Education Review Vol. 2 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v2i2.7612

Integrating ethical principles into curricula is crucial for nurturing moral development among students. This study explores the foundational role of Islamic epistemology in shaping knowledge acquisition and ethical conduct. The study investigates ethical curriculum practices in Islamic education through a qualitative research approach combining literature review and content analysis. Islamic epistemology, rooted in Quranic revelations, Prophetic traditions, and scholarly interpretations, delineates knowledge's sources and ethical dimensions. Islamic scholars distinguish between revealed and acquired knowledge, with revelation serving as the cornerstone. The Quran and Hadith provide guidance on faith, morality, and conduct, complemented by reason ('aql/عقل) for critical inquiry and ethical discernment. Drawing from the synthesis of revelation and reason, Islamic ethics guides individual conduct, social interactions, and environmental stewardship. Ethical curriculum development entails integrating Islamic values across academic disciplines, facilitated by pedagogical approaches such as experiential learning, cooperative inquiry, and Socratic dialogue. Challenges including curricular alignment, teacher training, and cultural sensitivity exist, yet ethical curriculum development rooted in Islamic epistemology offers opportunities to cultivate ethical consciousness and foster global citizenship. Upholding methodological rigor and ethical considerations ensures validity and reliability, respecting diverse cultural and religious perspectives. This study underscores the need for further research and collaboration to advance ethical education practices grounded in Islamic principles, responsive to evolving learner needs and fostering ethical leadership in an interconnected world.

The Dignity of Labor in Islam: Ethical Principles and Contemporary Relevance Mahmudulhassan, M; Abuzar, Muhammad; Khondoker, Saif Uddin Ahmed; Khanom , Jobeda
Suhuf: International Journal of Islamic Studies Vol. 37 No. 1 (2025): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/suhuf.v37i1.10193

This study investigates the concept of labour dignity in Islamic ethical teachings, focusing on how foundational Islamic texts conceptualize the rights and responsibilities of workers and employers. While numerous studies address Islamic economic principles or general labour rights, few have examined labour dignity specifically through an ethical lens that integrates both classical sources and contemporary applications. This research aims to fill that gap by systematically analyzing how Islamic principles—drawn from the Qur'an, Hadith, and Islamic jurisprudence—can inform modern work ethics and labour practices. The study adopts a qualitative content analysis approach, using targeted keywords such as Islamic labour ethics, the dignity of work in Islam, and social justice in Islamic thought to review relevant primary and secondary literature. The findings indicate that Islam upholds labour dignity through core values such as fair compensation, mutual respect, social responsibility, and anti-exploitation norms. Workers are regarded not merely as economic agents but as participants in spiritual and communal growth, while employers are ethically obligated to ensure just treatment. The study contributes to Islamic labour ethics scholarship by bridging religious doctrines with contemporary socio-economic discourse, offering theoretical insight and practical recommendations for promoting equity and justice in diverse labour environments.

Ethical Curriculum Development: Insights From Islamic Epistemology Mahmudulhassan, Mahmudulhassan; Abuzar, Muhammad
JURNAL PEDAGOGY Vol. 17 No. 2 (2024): Volume 17 Nomor 2 Tahun 2024
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v17i2.295

Integrating ethical principles into the curriculum is essential for nurturing moral development among students. This study explores the fundamental role of Islamic epistemology in shaping the acquisition of knowledge and ethical behavior. Through a qualitative research approach that combines literature review and content analysis, this study investigates ethical curriculum practices in Islamic education. Islamic epistemology, which is rooted in Quranic revelation, prophetic tradition, and scientific interpretation, describes the source and ethical dimension of knowledge. Islamic scholars distinguish between revealed and acquired knowledge, with revelation serving as a foundation. The Quran and Hadith provide guidance on faith, morality, and behavior, equipped with reason ('aql) for critical inquiry and ethical acumen. Drawing from the synthesis of revelation and reason, Islamic ethics guide individual behavior, social interaction, and environmental management. The development of an ethical curriculum entails the integration of Islamic values across academic disciplines, facilitated by pedagogical approaches such as experiential learning, cooperative inquiry, and Socratic dialogue. Challenges including curricular alignment, teacher training, and cultural sensitivity exist, but the development of an ethical curriculum rooted in Islamic epistemology offers opportunities to foster ethical awareness and global citizenship. Upholding methodological rigor and ethical considerations ensures validity and reliability, respecting diverse cultural and religious perspectives. The study underscores the need for further research and collaboration to advance ethical educational practices that are grounded in Islamic principles, responsive to evolving learner needs, and foster ethical leadership in an interconnected world.

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