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All Journal Khalifa: Journal of Islamic Education Amorti: Jurnal Studi Islam Interdisipliner Journal of Arabic Literature, Teaching and Learning At Turots: Jurnal Pendidikan Islam
Mohieddin Masoud
University of Zawia, Libya
Religion Humanities Education Social Sciences Other

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The Use of Artificial Intelligence-Based Translation Tools for Language Department Students Dafallah Ibrahim; Yousuf Aboujanah; Khuloud Alouzi; Hajer Albshkar; Mohieddin Masoud; Sumaia Almajri
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the integration and use of Artificial Intelligence translation tools among university level language students engaged in Arabic-English and English-Arabic translation tasks. With the increasing availability and sophistication of AI-based translation tools such as Google Translate, DeepSeek, and ChatGPT, translation tasks are experiencing a revolutionary paradigm shift. Drawing on qualitative and quantitative data collected from undergraduate students at a Libyan university, this research investigates students' attitudes toward AI-based translation tools, their frequency and purpose of use, perceived benefits and limitations, and the implications for translation teaching and practices. The findings reveal a strong engagement with AI-based translation tools, primarily for vocabulary learning, initial text drafts, and understanding complex sentence structures. However, challenges such as overreliance, inaccurate cultural, literal, scientific or idiomatic rendering, and limited post-editing skills are also evident. The study highlights the urgent need for pedagogical strategies that integrate AI-based translation tools within a framework of critical literacy and human supervision and intervention.  
Integrating Turath and Modern Knowledge in Islamic Higher Education Sami Barkah; Mohieddin Masoud; Salem Aladi; Nahid Ayad; Safa Alrumayh; Hajer Albshkar; Mowafg Masuwd
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.448

Abstract

Islamic higher education encounters a continuous challenge in integrating classical Islamic heritage (Turath) with modern knowledge in a consistent and meaningful way. This study examines to which extent Islamic education programs balance Turath (classical Islamic heritage) and modern knowledge in the Faculties of Sharia and Islamic Studies at the University of Zawia, Libya. Using a mixed-methods explanatory sequential design, quantitative data were collected from 350 students through a structured questionnaire, followed by qualitative interviews with 20 lecturers to provide deep insights. The findings indicate that students demonstrate a high appreciation for both Turath (M = 4.34, SD = 0.79) and modern knowledge (M = 4.08, SD = 0.96), reflecting strong support for an integrative model of Islamic education. However, curriculum balance was rated at a moderate level (M = 3.35, SD = 1.07), suggesting that integration between the two domains remains insufficient. Teaching practices were also perceived as moderately effective (M = 3.73, SD = 0.96), with limitations in fostering critical engagement and application. Furthermore, students identified significant challenges (M = 4.09, SD = 0.90), particularly the overreliance on memorization, weak linkage between theory and practice, and limited institutional coordination. Qualitative findings confirm that these challenges rooted in structural fragmentation, lack of a unified curriculum framework, and insufficient pedagogical training. The study concludes that while the conceptual foundation for integration exists, effective implementation requires systematic curriculum reform, pedagogical innovation, and institutional integration.
Exploring The Roots Of The Failure Of Islamic Religious Education In Achieving Its Final Goals Uswatun Chasanah; Ida Zahara Adibah; Sirojul Baehaqi; Mowafg Masuwd; Mohieddin Masoud
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.528

Abstract

This study aims to examine in depth the roots of the failure of Islamic Religious Education (PAI) in achieving its ultimate goal, namely to form students who are faithful, pious, and have noble character in everyday life. Through a qualitative approach with content analysis methods and comprehensive literature studies, this study identifies fundamental factors that cause the gap between the ideals and the reality of PAI implementation in Indonesia. The results of the study indicate that there are several main factors for PAI failure, including: problems with the curriculum that is not contextual, learning methods that tend to be indoctrinative, lack of teacher competence, limited infrastructure, disparities in education policies, the influence of globalization and digitalization, and minimal collaboration between three educational centers. The implication of this study is the need for a comprehensive reformulation and revitalization of the PAI system that involves all stakeholders, by considering philosophical, sociological, psychological, and technical pedagogical aspects to realize the ultimate goal of PAI in forming perfect human beings who reflect Islamic values ​​in life.
Geography, space and education in the qur'anic story of moses: A hermeneutical perspective Safa Alrumayh; Nahid Ayad; Abraheem Alriteemi; Mohieddin Masoud; Mowafg Masuwd; Sami Barkah; Naser Ali Abdulghani; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 4 Oktober 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i4.481

Abstract

This study explores the role of spatiality in the Qur’anic narrative of Prophet Moses, examining six central locations, Egypt, the river, the palace, Midian, the sea, and Mount Ṭur as transformative stages in the prophetic journey.  Drawing upon classical Qur’anic exegesis and Gadamerian hermeneutics, the research employs a textual-analytical approach to explore how each place functions not merely as a geographical site but as a locus of divine pedagogy and existential formation. The study addresses a gap in Qur’anic studies and educational philosophy by highlighting how spatial interpretation reveals the pedagogical dimensions of prophetic experience and the construction of spiritual identity. Through this lens, the paper contributes to developing a Qur’anic philosophy of sacred space and deepens understanding of divine education in the Qur’anic worldview.
Internal and external communication patterns at ora aji islamic boarding school yogyakarta Qiyadah Robbaniyah; Roidah Lina; Mohieddin Masoud
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.891

Abstract

Inclusive and rehabilitative Islamic boarding schools such as the Ora Aji Islamic Boarding School face complex communication challenges amid the diversity of student backgrounds. This study aims to describe internal and external communication patterns, strategies, and communication barriers that occur in the pesantren environment. Using a descriptive qualitative approach, data was obtained through interviews, observations, and document analysis. The results showed that communication was arranged informally through the student assistance division and facilitated by media such as WhatsApp and HT. Communication strategies are carried out through a personal approach, regular meetings, and social activities with the community. The main obstacle lies in the background of the students and the limited resources of the management. The conclusion of this study emphasizes the importance of an adaptive communication system based on Islamic values and a personal approach in supporting the success of education and rehabilitation programs in inclusive Islamic boarding schools.
Co-Authors Abraheem Alriteemi Dafallah Ibrahim Hajer Albshkar Husna Nashihin Ida Zahara Adibah Khuloud Alouzi Mowafg Abrahem Masuwd Nahid Ayad Naser Ali Abdulghani Qiyadah Robbaniyah Roidah Lina Safa Alrumayh Salem Aladi Sami Barkah Sirojul Baehaqi Sumaia Almajri Uswatun Chasanah Yousuf Aboujanah