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All Journal Al-Zahra : Journal for Islamic and Arabic Studies TARBIYA : Journal Education in Muslim Society
Jabbie, Alhassan
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Arts Humanities Education Languange, Linguistic, Communication & Media

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Juhūd al-Fuqahāʾ fī Taʾṣīl al-Manhaj al-Naqlī wa Ibtikār al-Manhaj al-ʿAqlī: Ibn Rushd al-Ḥafīd min Khilāl Kitābih "Bidāyat al-Mujtahid" Namūdhaj Jabbie, Alhassan; Sonko, Kebba Lang; Zabraman, Faisal Abdulrahman; Ceesay, Omar
Al-Zahra: Journal for Islamic and Arabic Studies Vol 21, No 2 (2024): Al-Zahra: Journal For Islamic And Arabic Studies
Publisher : Fakultas Dirasat Islamiyah, Univitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/zr.v21i2.42383

Abstract

This research aims to clarify Ibn Rushd's approach to establishing the transmitted approach and innovating the rational approach through his book Bidayat al-Mujtahid wa Nihayat al-Muqtasid. The study employs an inductive and analytical descriptive approach, utilizing library research to analyze relevant books and articles concerning the transmitted and rational methods. The findings reveal that Ibn Rushd integrated textual reasoning and rationality in his legal methodology. He recognized that reason is the foundation of obligation and a key tool for understanding. He understood that reason enables the comprehension of texts and transmitted knowledge and facilitates understanding of the Sharia. Consequently, Ibn Rushd employed reason as a tool in conducting ijtihad on controversial issues, utilizing it to achieve goodness and happiness. This paper concludes that Ibn Rushd's approach involved collecting transmitted knowledge and applying rational reasoning in matters of ijtihad. He utilized reason as a critical tool in addressing controversial issues, aiming to achieve goodness and happiness.
Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values Jallow, Amadou F.; Jabbie, Alhassan
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 2 2024
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i2.40965

Abstract

AbstractThis paper examines the adaptation of pedagogical approaches in model Islamic educational institutions in The Gambia, focusing on the balance between contemporary educational needs and Islamic values. Through a comparative analysis of a selected institution in The Gambia, this study explores how the school incorporates innovative teaching strategies and contemporary curricula alongside traditional Islamic teachings using a single case study of the qualitative research approach. The findings were viewed through DuBow and Litzler’s (2019) Theory of Change (ToC). A thorough synthesis of the data, collected through semi-structured interviews with the school leader and teachers, revealed that model Islamic schools in the Gambia could integrate modern teaching methods and maintain their students’ Islamic values through preparation (planning), execution(implementation), risks, and outcomes (evaluative interventions). The findings from this paper highlight best practices and identify potential areas for improvement, offering insights into how a model Islamic educational institution can effectively navigate the demands of modern education without compromising its foundational Islamic values. The implications for policymakers, educators, and religious leaders underscore the importance of collaboration and flexibility in fostering educational environments that honor Islamic traditions and contemporary educational standards. AbstrakArtikel ini mengkaji adaptasi pendekatan pedagogis di institusi pendidikan Islam model di Gambia, dengan fokus pada keseimbangan antara kebutuhan pendidikan kontemporer dan nilai-nilai Islam. Melalui analisis komparatif pada salah satu institusi di Gambia, studi ini mengeksplorasi bagaimana sekolah tersebut mengintegrasikan strategi pengajaran inovatif dan kurikulum kontemporer bersama dengan pengajaran Islam tradisional menggunakan pendekatan studi kasus tunggal dalam penelitian kualitatif. Temuan dianalisis menggunakan Theory of Change (ToC) dari DuBow dan Litzler (2019). Sintesis data yang diperoleh melalui wawancara semi-terstruktur dengan pemimpin sekolah dan guru mengungkapkan bahwa sekolah Islam model di Gambia dapat mengintegrasikan metode pengajaran modern sekaligus mempertahankan nilai-nilai Islam siswa melalui tahapan persiapan (perencanaan), pelaksanaan (implementasi), risiko, dan hasil (intervensi evaluatif). Temuan dari artikel ini menyoroti praktik terbaik dan mengidentifikasi potensi area yang dapat ditingkatkan, serta memberikan wawasan tentang bagaimana institusi pendidikan Islam model dapat secara efektif menavigasi tuntutan pendidikan modern tanpa mengorbankan nilai-nilai Islam yang mendasarinya. Implikasinya bagi pembuat kebijakan, pendidik, dan pemimpin agama menekankan pentingnya kolaborasi dan fleksibilitas dalam menciptakan lingkungan pendidikan yang menghormati tradisi Islam sekaligus memenuhi standar pendidikan kontemporer. How to Cite: . Jallow, A. F., & Jabbie, A. (2024). Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values. TARBIYA: Journal of Education in Muslim Society, 11(2), 115-134. doi:10.15408/tjems.v11i2.40965.
Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values Jallow, Amadou F.; Jabbie, Alhassan
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 2 2024
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i2.40965

Abstract

AbstractThis paper examines the adaptation of pedagogical approaches in model Islamic educational institutions in The Gambia, focusing on the balance between contemporary educational needs and Islamic values. Through a comparative analysis of a selected institution in The Gambia, this study explores how the school incorporates innovative teaching strategies and contemporary curricula alongside traditional Islamic teachings using a single case study of the qualitative research approach. The findings were viewed through DuBow and Litzler’s (2019) Theory of Change (ToC). A thorough synthesis of the data, collected through semi-structured interviews with the school leader and teachers, revealed that model Islamic schools in the Gambia could integrate modern teaching methods and maintain their students’ Islamic values through preparation (planning), execution(implementation), risks, and outcomes (evaluative interventions). The findings from this paper highlight best practices and identify potential areas for improvement, offering insights into how a model Islamic educational institution can effectively navigate the demands of modern education without compromising its foundational Islamic values. The implications for policymakers, educators, and religious leaders underscore the importance of collaboration and flexibility in fostering educational environments that honor Islamic traditions and contemporary educational standards. AbstrakArtikel ini mengkaji adaptasi pendekatan pedagogis di institusi pendidikan Islam model di Gambia, dengan fokus pada keseimbangan antara kebutuhan pendidikan kontemporer dan nilai-nilai Islam. Melalui analisis komparatif pada salah satu institusi di Gambia, studi ini mengeksplorasi bagaimana sekolah tersebut mengintegrasikan strategi pengajaran inovatif dan kurikulum kontemporer bersama dengan pengajaran Islam tradisional menggunakan pendekatan studi kasus tunggal dalam penelitian kualitatif. Temuan dianalisis menggunakan Theory of Change (ToC) dari DuBow dan Litzler (2019). Sintesis data yang diperoleh melalui wawancara semi-terstruktur dengan pemimpin sekolah dan guru mengungkapkan bahwa sekolah Islam model di Gambia dapat mengintegrasikan metode pengajaran modern sekaligus mempertahankan nilai-nilai Islam siswa melalui tahapan persiapan (perencanaan), pelaksanaan (implementasi), risiko, dan hasil (intervensi evaluatif). Temuan dari artikel ini menyoroti praktik terbaik dan mengidentifikasi potensi area yang dapat ditingkatkan, serta memberikan wawasan tentang bagaimana institusi pendidikan Islam model dapat secara efektif menavigasi tuntutan pendidikan modern tanpa mengorbankan nilai-nilai Islam yang mendasarinya. Implikasinya bagi pembuat kebijakan, pendidik, dan pemimpin agama menekankan pentingnya kolaborasi dan fleksibilitas dalam menciptakan lingkungan pendidikan yang menghormati tradisi Islam sekaligus memenuhi standar pendidikan kontemporer. How to Cite: . Jallow, A. F., & Jabbie, A. (2024). Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values. TARBIYA: Journal of Education in Muslim Society, 11(2), 115-134. doi:10.15408/tjems.v11i2.40965.
Juhūd al-Fuqahāʾ fī Taʾṣīl al-Manhaj al-Naqlī wa Ibtikār al-Manhaj al-ʿAqlī: Ibn Rushd al-Ḥafīd min Khilāl Kitābih "Bidāyat al-Mujtahid" Namūdhaj Jabbie, Alhassan; Sonko, Kebba Lang; Zabraman, Faisal Abdulrahman; Ceesay, Omar
Al-Zahra : Journal for Islamic and Arabic Studies Vol. 21 No. 2 (2024): Al-Zahra: Journal For Islamic And Arabic Studies
Publisher : Fakultas Dirasat Islamiyah, Univitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/zr.v21i2.42383

Abstract

This research aims to clarify Ibn Rushd's approach to establishing the transmitted approach and innovating the rational approach through his book Bidayat al-Mujtahid wa Nihayat al-Muqtasid. The study employs an inductive and analytical descriptive approach, utilizing library research to analyze relevant books and articles concerning the transmitted and rational methods. The findings reveal that Ibn Rushd integrated textual reasoning and rationality in his legal methodology. He recognized that reason is the foundation of obligation and a key tool for understanding. He understood that reason enables the comprehension of texts and transmitted knowledge and facilitates understanding of the Sharia. Consequently, Ibn Rushd employed reason as a tool in conducting ijtihad on controversial issues, utilizing it to achieve goodness and happiness. This paper concludes that Ibn Rushd's approach involved collecting transmitted knowledge and applying rational reasoning in matters of ijtihad. He utilized reason as a critical tool in addressing controversial issues, aiming to achieve goodness and happiness.
Co-Authors Ceesay, Omar Jallow, Amadou F. Sonko, Kebba Lang Zabraman, Faisal Abdulrahman