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Islamic Moderation in Conflict Resolution: Yusuf Al-Qardhawi’s Perspectives and Their Contribution to Campus Life at Universiti Utara Malaysia Rizza, Muhamad; Aprial, Bayu Jonida; Muhibbi, Moh. Saddad; Nurhakim, Dede Arif Rahman
Ta'allum: Jurnal Pendidikan Islam Vol 13 No 1 (2025): All articles in this issue are written by authors from 5 countries (Indonesia, L
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2025.13.1.32-48

Purpose – This research investigates Yusuf Al-Qardhawi’s conceptualization of Islamic moderation (wasatiyyah) and examines its relevance in promoting interfaith understanding and social cohesion within the academic environment of Universiti Utara Malaysia. The study addresses the growing need for moderate Islamic discourse in managing diversity and fostering peaceful coexistence on campus Methods – qualitative approach combining a systematic literature review and case study methodology was employed. Literature was sourced from Scopus using the keywords Yusuf Al-Qaradawi, Religious Moderation, and Islamic Tolerance. Article selection followed PRISMA guidelines with bibliometric analysis via VOSviewer and quality assessment using Harzing’s Publish or Perish. Mendeley supported reference management to ensure transparency and rigor Findings – The findings reveal that Al-Qardhawi’s moderation—rooted in balance, justice, and tolerance—can guide universities in promoting respectful interreligious engagement. Applied in academic settings, these principles encourage inclusive dialogue, mutual respect, and cultural harmony among diverse student and faculty populations Limitations – The study is limited to literature-based analysis without empirical interviews or field observations within the university. Value – This research provides actionable insights for integrating Islamic moderation into campus policies and curricula, contributing to a more cohesive, inclusive, and culturally sensitive academic environment.

Islamic Education in the Digital Age: Students' Perspectives on the Vark Model in the Context of Education 4.0 Siregar, Hariman Surya; Rizza, Muhamad; Nurhamzah, Nurhamzah
Ulumuna Vol 29 No 1 (2025): June
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v29i1.1319

In order to better understand how students' learning styles affect their engagement with course contents, this study looks at how the VARK (Visual, Auditory, Read/Write, Kinesthetic) learning paradigm is applied in Islamic education. The study's two primary aims are first to examine how well students believe their preferred learning methods align with traditional versus digital learning environments and then to investigate how these preferences affect their interaction with Islamic educational materials. The study employs a semi-structured interview guide to record individual experiences during in-depth interviews conducted with 15 University of Utara Malaysia (UUM) students, utilizing a qualitative research approach. Within UUM's Islamic curriculum, a thematic analysis is conducted to identify trends, obstacles, and benefits associated with each VARK learning style. Specific obstacles include the dense structure of classical books for read/write learners, the monotony of audio materials, information overload for visual learners, and a lack of kinesthetic learning possibilities. The findings underscore the importance of an integrated, adaptable curriculum that accommodates diverse learning styles, thereby increasing student engagement and academic achievement. This study contributes to the literature on Islamic education by offering curriculum design recommendations that align with students' learning preferences, thereby facilitating the transition to Education 4.0.

Islamic Moderation in Conflict Resolution: Yusuf Al-Qardhawi’s Perspectives and Their Contribution to Campus Life at Universiti Utara Malaysia Rizza, Muhamad; Aprial, Bayu Jonida; Muhibbi, Moh. Saddad; Nurhakim, Dede Arif Rahman
Ta'allum: Jurnal Pendidikan Islam Vol 13 No 1 (2025): All articles in this issue are written by authors from 5 countries (Indonesia, L
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2025.13.1.32-48

Purpose – This research investigates Yusuf Al-Qardhawi’s conceptualization of Islamic moderation (wasatiyyah) and examines its relevance in promoting interfaith understanding and social cohesion within the academic environment of Universiti Utara Malaysia. The study addresses the growing need for moderate Islamic discourse in managing diversity and fostering peaceful coexistence on campus Methods – qualitative approach combining a systematic literature review and case study methodology was employed. Literature was sourced from Scopus using the keywords Yusuf Al-Qaradawi, Religious Moderation, and Islamic Tolerance. Article selection followed PRISMA guidelines with bibliometric analysis via VOSviewer and quality assessment using Harzing’s Publish or Perish. Mendeley supported reference management to ensure transparency and rigor Findings – The findings reveal that Al-Qardhawi’s moderation—rooted in balance, justice, and tolerance—can guide universities in promoting respectful interreligious engagement. Applied in academic settings, these principles encourage inclusive dialogue, mutual respect, and cultural harmony among diverse student and faculty populations Limitations – The study is limited to literature-based analysis without empirical interviews or field observations within the university. Value – This research provides actionable insights for integrating Islamic moderation into campus policies and curricula, contributing to a more cohesive, inclusive, and culturally sensitive academic environment.

Teacher Personality Development: An Integrative Psychological Perspective on Psychoanalysis, Behaviorism, and Humanistic Theory Rizza, Muhamad; Faiz, Muhammad Ath-thor; Nabila, Siti; Fauziah, Aulia Nur
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12245

Although teacher personality has received considerable attention in educational and psychological research, integrated explanations of its development remain limited. This study examines teacher personality development through psychoanalytic, behaviorist, and humanistic perspectives to clarify their contributions to teacher character formation. A qualitative integrative literature review was conducted through the systematic identification, selection, and analysis of relevant scientific articles and theoretical books on personality psychology, teacher development, educational psychology, and teachers’ professional characteristics. The literature was analyzed thematically by identifying, categorizing, comparing, and synthesizing key concepts concerning the psychological mechanisms underlying teacher personality development. The synthesis identified three interconnected mechanisms: internal psychological processes, behavioral learning, and personal growth. The psychoanalytic perspective emphasizes self-awareness and emotional regulation; the behaviorist perspective explains behavioral formation through learning and environmental reinforcement; and the humanistic perspective highlights empathy, self-development, and personal growth. Together, these perspectives provide an integrated conceptual framework that characterizes teacher personality development as a dynamic process involving psychological awareness, behavioral adaptation, and continuous growth. The study concludes that teacher personality should be understood as a developmental process shaped by internal and external factors rather than solely as a set of fixed traits. This framework contributes to educational psychology and teacher personality scholarship and offers practical insights for teacher education programs seeking to develop teachers’ psychological, interpersonal, and professional capacities. Future research could empirically examine the framework across educational contexts.

Understanding Teacher Personality and Professional Character through Integrated Psychological Theories Rizza, Muhamad; Azizah, Alifah; Zakaria, Azka Zahro; Ramadhan, Fathir Syahril
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12246

Although teacher personality has received considerable attention in educational and psychological research, integrated explanations of teachers’ personality and professional character remain limited. This study examines teacher personality through psychoanalytic, behaviorist, and humanistic perspectives to develop an integrated understanding of teacher characteristics in educational contexts. A qualitative integrative literature review was conducted using relevant academic articles and foundational psychology texts on personality theory, educational psychology, and teacher characteristics. The literature was systematically analyzed through thematic identification, categorization, comparison, and synthesis of key theoretical concepts. The findings identify three interconnected dimensions of teacher personality: internal psychological processes, behavioral formation through environmental learning, and personal growth through self-development. Psychoanalytic theory explains the internal foundations of personality; behaviorist theory emphasizes reinforcement and professional experience; and humanistic theory highlights empathy, authenticity, and self-actualization. Integrating these perspectives provides a conceptual framework for understanding teacher personality beyond isolated psychological traits. The study concludes that teacher personality is a multidimensional construct shaped by interactions among psychological processes, behavioral experiences, and personal development. This framework contributes to educational psychology and teacher education scholarship and offers practical insights for supporting teachers’ professional character development through psychological and reflective approaches. Future empirical research could examine relationships among teacher personality, professional identity, and educational outcomes.

Institutional Transformation of Islamic Higher Education: A Lewin Change Model Perspective Rizza, Muhamad; Fauziah, Dhini Nur; Lutfi, M. Afif Mauludin; Silmi, Rapih Mutiara
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12247

The transformation of State Islamic Higher Education Institutions (PTKIN) from institutes and colleges (IAIN/STAIN) into universities (UIN) involves organizational restructuring, academic expansion, governance reform, human resource development, and cultural adaptation. This study analyzes PTKIN transformation through Lewin’s Change Model to develop a contextualized interpretation of organizational change in Islamic higher education. A qualitative integrative literature review synthesized theoretical and empirical literature on higher education transformation, Islamic educational management, and organizational change. Qualitative content analysis and narrative synthesis organized the findings according to the stages of unfreezing, changing, and refreezing. The synthesis identifies three interconnected processes. Unfreezing involves developing institutional readiness in response to policy pressures, modernization, academic competition, and societal expectations. Changing encompasses structural and academic transformation through organizational restructuring, scientific integration, governance adaptation, and human resource development. Refreezing involves institutional consolidation through the institutionalization of new academic practices, quality assurance systems, and organizational values. The analysis further suggests that PTKIN transformation is recursive rather than strictly linear, with the negotiation and reinforcement of Islamic identity serving as an institutional anchor across the three stages. The study concludes that PTKIN transformation can be understood as a recursive process combining organizational change with the continuing negotiation and reinforcement of institutional identity. By contextualizing Lewin’s model within Islamic higher education, the study contributes to organizational change scholarship and offers a conceptual framework for understanding sustainable institutional transformation in universities grounded in institutional values.

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