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All Journal Journal of Islamic Civilization and Culture Review Muaddib: Journal of Islamic Teaching and Learning
OKI DERMAWAN
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Arts Humanities Social Sciences

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A Holistic Conceptual Model of Hamka's Contemporary Islamic Educational Thought Defriyanto Defriyanto; Oki Dermawan; Satria Adi Pradana; Khadijah Khadijah
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

This study presents an integrative–critical narrative literature review of Hamka’s educational thought. It maps dominant elements across the literature, clarifies relationships among conceptual components, and identifies areas that remain insufficiently connected. Using an integrative critical narrative review approach, the study analyzes 14 selected articles (2020–2025) that discuss Hamka’s educational ideas from multiple thematic angles. The findings show that scholarship most consistently foregrounds akhlaq/character/ethics as the central educational aim, supported by foundational elements tawhid/creed (aqidah) and tasawuf that orient values and cultivate the inner life. Moreover, the literature outlines Islamic educational processes through the frameworks of ta’lim–tarbiyah–ta’dib and knowledge–practice–ethics, while extending the discussion through educational values derived from Tafsir Al-Azhar and socio-cultural dimensions such as nationalism and the integration of Nusantara culture. Despite its thematic breadth, however, the literature remains largely fragmented and has not yet produced a unified framework linking value foundations, educational processes, moral aims, and contextual grounding. In sum, this review offers a holistic conceptual map that systematizes relationships among the dimensions of Hamka’s educational thought and highlights the need for further research that is more operational and context-sensitive.
Women, Faith, and Educational Leadership in Colonial Asia: The Case of Rahmah El Yunusiyah Oki Dermawan; Zohaib Hassan Sain; Saim Kayadibi
Journal of Islamic Civilization and Culture Review Vol. 2 No. 1 (2026): In Press....
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jiccr.v1i1.102

Abstract

This article examines the educational leadership of Rahmah El Yunusiyah in colonial Indonesia, with particular attention to her contribution to Muslim women’s education in Southeast Asia. Using a historical qualitative method based on published historical studies, documentary sources, and interpretive analysis, the study explores how Rahmah El Yunusiyah developed Diniyah Puteri as an alternative educational institution for girls under colonial rule. The findings show that her leadership was expressed through three main strategies: building an institution outside colonial educational priorities, legitimizing women’s education through Islamic values, and combining religious instruction with modern pedagogical practices. These strategies enabled Rahmah not only to challenge colonial and patriarchal restrictions at the local level, but also to offer a model of Muslim women’s education that gained wider recognition in the Malay-Indonesian world. Her contribution to Southeast Asia lies in demonstrating that Islamic schooling for girls could become a legitimate space for women’s intellectual formation, social participation, and leadership development. The study argues that Rahmah El Yunusiyah represents a non-Western model of educational leadership rooted in faith, social reform, and women’s empowerment. This case contributes to broader discussions on women’s leadership, Islamic education, and the history of education in colonial Asia.
Co-Authors Defriyanto Defriyanto Khadijah Khadijah Saim Kayadibi Satria Adi Pradana Zohaib Hassan Sain