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All Journal Edukasi Islami: Jurnal Pendidikan Islam Arfannur: Journal of Islamic Education Multicultural Islamic Education Review
Barry, Aboubacar
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Religion Humanities Education Social Sciences Other

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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.
ROLE OF ISLAMIC EDUCATION AND COMMUNITY VALUES AMONG INTERNATIONAL STUDENTS AT MUHAMMADIYAH UNIVERSITY SURAKARTA Barry, Aboubacar; Salim, Hakimuddin; Azani, Mohammad Zakki
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9349

Abstract

Internationalizing Islamic higher education requires universities to cultivate enduring community values alongside academic excellence. This study examines the role of Islamic education in promoting community values among international students at Muhammadiyah University Surakarta, addressing what forms enact these values, which factors shape them, and what implications follow for belonging and participation. Using a qualitative descriptive design, we analysed interviews, focus group discussions, non-participant observations, and institutional documents. Participants were purposively selected to reflect diverse nationalities. Data were coded iteratively and thematically, with triangulation, peer debriefing, and reflections supporting trustworthiness. Findings show a three-channel ecosystem: formal curriculum linking theology, ethics, and jurisprudence to daily practice; extracurricular platforms (study circles and service) translating principles into action; and institutional culture embedding value-bearing routines. Four conditions influenced value formation: cultural diversity and peer interaction, dialogic pedagogy, institutional support systems, and language proficiency. These dynamics yielded transformative outcomes moral resilience in addressing dilemmas, social cohesion through a shared moral vocabulary of justice, compassion, and responsibility, and intercultural competence oriented to global citizenship. The study refines an integrative framework connecting curricular, co-curricular, and cultural channels to value internalization and identifies practical levers for inclusive design. Future research should test these pathways longitudinally and across Islamic university traditions.
Islamic Education and the Promotion of Societal Values in Indonesia: A Critical Analysis of Curricula, Pedagogical Practices, and School Culture Barry, Aboubacar; Diallo, Thierno Dardaye; Diallo, Thierno Abdoul Goudous; Yousef, Hateenah Ali Sulaiman
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.4811

Abstract

This research rigorously analyzes how Islamic education serves to promote value-based education in Indonesia through curriculum, pedagogy, and school culture. In particular, the study hopes to understand how educational practices based on Islamic principles contribute to the students' moral disposition, civic obligations, and sense of belonging to a diverse society. A qualitative documentary method (focused on textual and curricular analysis of Qur’anic principles, classical writings, and recent educational literature) was employed in the study, examining how Islamic values were conveyed and emphasized through formal lessons.The research results point to cultural aspects of Islamic education playing a major role in developing the moral self by emphasizing and cultivating an ethical climate, quality, and character of a school. Teachers will lead as role models that are ethical, school working structures will reinforce values such as honesty, caring, respect, & taking responsibility. A school will provide students with opportunities to connect with morals through storytelling, reflection, service-learning experiences, and communal worship opportunities, which support cognitive change and emotional growth. In addition, Islamic education will enhance social harmony through robust processes of tolerance, and intercultural knowing and understanding, employing ethical frameworks and discourses of understanding. Results suggest that Islamic education can augment developmental learning for ethical citizens, so long as it pathways to both traditional and recent pedagogical understandings. These insights have profound implications for curriculum developers, educators, and policymakers dedicated to improving the societal relevance of religious education in modern, pluralistic societies.
Co-Authors Diallo, Thierno Abdoul Goudous Diallo, Thierno Dardaye Khanom, Jobeda Mohammad Zakki Azani robbaniyah, qiyadah Salim, Hakimuddin Yousef, Hateenah Ali Sulaiman