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p-Index From 2020 - 2025
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All Journal Solo Universal Journal of Islamic Education and Multiculturalism Multicultural Islamic Education Review
Khanom, Jobeda
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Women's Rights in Islamic Culture: A Bibliometric Analysis of Trends, Influential Authors, and Institutional Contributions (1969–2023) Khanom, Jobeda; Islam, Md. Tarequl; Mahmudulhassan
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 01 (2025): 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.v3i01.232

Abstract

Objective: This study aims to analyze bibliometric trends, influential authors, and institutional contributions in the study of women's rights in Islamic culture from 1969 to 2023. The research examines the evolution, impact, and emerging directions in this research landscape through bibliometric analysis based on Scopus data. The data were analyzed to identify annual publication trends, leading academic sources, key authors, institutional affiliations, and regional contributions. Theoretical framework: The theoretical framework highlights a collaborative and interdisciplinary approach to the study of women's rights, focusing on a quantitative analysis of publication trends and contributions from key actors. Literature Review: The reviewed literature includes seminal works such as Kaya (2015) and Sattin (2016), which have significant impacts as evidenced by high citation counts. Methods: The methodology employs bibliometric analysis using specialized software to map trends, evaluate publication volumes, identify leading authors, and analyze contributions by countries and institutions. Results: The findings reveal a significant increase in research efforts since the 2000s, with a peak in productivity in recent years. Authors such as Tønnessen, L., and Spierings, N. emerged as key contributors, while journals like Muslim World and Women's Studies were identified as primary channels. The United States and the United Kingdom stood out as major contributing countries, supported by institutions like Radboud Universiteit. Implications: The implications of this study include recommendations for researchers and policymakers to prioritize future research, particularly in identifying underexplored areas. Novelty: The originality of this research lies in its comprehensive mapping of the bibliometric trajectory and identification of underrepresented research areas. These findings offer valuable insights for advancing studies on women's rights in Islamic culture, fostering cross-disciplinary and cross-regional collaborations.
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.
Bibliometric Analysis of The Development Map and Direction of Contemporary Learning Research in The Scopus Database 1976-2024 Robbaniyah, Qiyadah; Barry, Aboubacar; Khanom, Jobeda
Multicultural Islamic Education Review Vol. 3 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/mier.v3i1.7319

Abstract

This study aims to analyze the development map and research direction related to Contemporary Learning through a bibliometric analysis method with a descriptive approach. Data was collected from the Scopus database in the 1976–2024 period using tools such as R, RStudio, VOS viewer, and Microsoft Excel. The results of the analysis show a significant increase in scientific publications since the early 2000s, with the largest surge occurring in the 2020–2024 period. The United States, the United Kingdom, and Australia were major contributors to the study, with universities such as Monash University leading academic publications. Core themes such as learning, curriculum, and e-learning are identified as key focuses, while subthemes such as machine learning and learning systems offer innovation potential for future research. The analysis of the keyword network highlights that technology-based learning, sustainability, and collaborative approaches play an important role in contemporary education. This study concludes that Contemporary Learning is a growing field with high relevance to digital transformation and global education challenges, providing opportunities for researchers to explore innovative themes that support the development of modern education.
Advancing Islamic Education: Values-Driven Strategic Leadership in School Culture of the Digital Era Khanom, Jobeda; Mohamad Ali; Elias Ahmed
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 01 (2025): 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.v3i01.378

Abstract

Objective: This research aims to explore the integration between strategic leadership, value-based management, and teacher development in improving the quality and sustainability of Islamic education in the digital age. The main focus is to design an educational model that aligns Islamic ethical principles with modern managerial and pedagogical approaches. Theoretical framework: This research is based on a combination of contemporary organizational leadership theory and classical Islamic educational philosophy, specifically the concepts of Tarbiyah (coaching), Ta'lim (teaching), and Ta'dib (formation of adab). This framework aims to connect Islamic ethics with the challenges of globalization, technology, and the demands of 21st-century society. Literature review: The literature review includes modern strategic leadership theories, the principles of traditional Islamic education, and previous research on institutional transformation in Islamic schools. In addition, an analysis of educational policies and managerial practices in Islamic institutions in Southeast Asia, the Middle East, and Muslim diaspora communities is also highlighted to reinforce contextual relevance. Methods: The research uses a qualitative approach with case studies on successful Islamic schools in various regions, complemented by a literature analysis and policy documents. The goal is to explore best practices in the transformation of Islamic values-based institutions. Results: Results show the importance of building spiritual leadership, integrating Islamic ethical values in institutional governance, digital-based and traditional-based teacher training, and ethical use of technology in Islamic education. Implications: This research provides a new direction for Islamic education reform to be more responsive to the digital age without abandoning spiritual values. These findings are useful for policymakers, educators, and managers of Islamic educational institutions. Novelty: The novelty of this study lies in the development of an integrative framework that integrates strategic leadership, Islamic ethics, and digital pedagogy, as well as presenting real-world examples of practice from various global contexts of Islamic education.
Co-Authors Abuzar, Muhammad Barry, Aboubacar Elias Ahmed Islam, Md. Tarequl Khondoker, Saif Uddin Ahmed Mahmudulhassan Mahmudulhassan, Mahmudulhassan Mohamad Ali robbaniyah, qiyadah