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All Journal Indonesian Journal of Social Research (IJSR) Solo Universal Journal of Islamic Education and Multiculturalism Multicultural Islamic Education Review Suhuf: International Journal of Islamic Studies Jurnal Pedagogy
Abuzar, Muhammad
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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

Abstract

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

Abstract

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.
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

Abstract

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

Abstract

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

Abstract

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.
The Philosophical Foundations Of Holistic Education In The 21st Century (Challenges And Obstacles To The Development Of Islamic Education) Mahmudulhassan, Mahmudulhassan; Elbanna, Mariam; Abuzar, Muhammad
JURNAL PEDAGOGY Vol. 18 No. 1 (2025): Volume 18 Nomor 1 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i1.305

Abstract

This article discusses the philosophical foundations of holistic education in the 21st century with a focus on the challenges and obstacles in its development in the context of Islamic education. The background of this research is based on the urgent need for a comprehensive and balanced approach to education in the face of the complexity of modern times marked by technological developments, moral crises, and the fragmentation of science. The GAP of this research lies in the lack of in-depth studies that integrate the holistic paradigm with the values of Islamic education philosophically and applicatively in facing the challenges of globalization and modernization. This research uses a qualitative approach with the library research method, which examines the literature on holistic education philosophy and Islamic educational thought from various primary and secondary sources. The benefit of this research is that it makes a conceptual contribution to the development of a more complete, transformative, and contextual Islamic education paradigm, as well as a reference for policymakers and education practitioners in designing a learning system that is in line with spiritual, intellectual, and social values of the 21st century.
Self-Esteem Matters: Examining its Impact on Academic Achievement in the Context of Gender and Age Diversity in Higher Education Abuzar, Muhammad; Purwandari, Eny
Indonesian Journal of Social Research (IJSR) Vol 6 No 2 (2024): Indonesian Journal of Social Research (IJSR)
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ijsr.v6i2.473

Abstract

Self-esteem plays a crucial role in shaping academic achievement among university students. This study investigates how self-esteem, gender, and age influence academic performance, particularly within the Indonesian context. Despite extensive global research, there needs to be more understanding of these dynamics among Indonesian university students. The study explores the relationships between self-esteem, gender, age, and academic achievement, identifying significant predictors and differences. A quantitative survey design was employed to gather data from 309 students across 12 Central Java, Indonesia universities. Data collection was executed through online surveys distributed via WhatsApp and Facebook. Data analysis was performed using Pearson correlation and multiple regression techniques with SPSS. The findings confirm that self-esteem significantly impacts academic achievement, establishing it as a strong predictor of academic success. While gender differences in self-esteem were notable, age did not significantly affect self-esteem. Interestingly, no significant gender gaps in academic performance were observed, though academic achievement varied across age groups. These conclusions suggest that enhancing self-esteem could improve academic outcomes. This research contributes to the global understanding of self-esteem dynamics, emphasizing the need for targeted interventions in educational settings. The insights gained can inform educators and policymakers in developing strategies to support students' academic success in Indonesia.
Co-Authors Afiyah, Ishmah Amelia, Ishma Elbanna, Mariam Eny Purwandari Khanom , Jobeda Khanom, Jobeda Khondoker, Saif Uddin Ahmed Mahmudulhassan Mahmudulhassan, M Mahmudulhassan, Mahmudulhassan Yafi, Lukman