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Strategies for Cultivating Religious Character in Marginal and Minority Schools: A Case Study at Senior High Schools in the Kupang Archipelago Nur Setia Abuabakar; Alwy Ahmed Mohamed
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 2 No. 03 (2024): Main Thema: Social and Humanities Transformation in Addressing Challenges and
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v2i03.292

Objective: This research aims to explore the strategies for cultivating religious character in marginal and minority school contexts, focusing on Senior High Schools in the Kupang Archipelago, namely Muhammadiyah Kupang High School and Geovani Kupang High School. The study is motivated by growing concerns about declining moral values among students, where education appears overly focused on academics and detached from students’ personal development. Theoretical framework: The theoretical framework draws from character education theory, especially Lickona’s dimensions of moral knowing, moral feeling, and moral action, integrated with local values such as religious teachings, Pancasila, and Indonesian cultural heritage. Literature review: Literature on character education in marginalized and religiously diverse settings was reviewed, highlighting both the challenges and potential strategies that can be adapted to local sociocultural dynamics. Method: Using a qualitative field research approach, data were collected through interviews, observations, and documentation at both institutions. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. Results: The findings reveal that Muhammadiyah Kupang High School emphasizes habituation, direct teaching, exemplary role models, motivational efforts, and the enforcement of school regulations. Meanwhile, Geovani Kupang High School applies teaching, modelling, setting moral priorities, practising selected priorities, and reflective activities. Both schools foster cognitive (moral knowing) and affective (moral loving) aspects of character but differ in developing the psychomotor aspect (moral action), which is only evident in Muhammadiyah High School. Implications: The behavioral impact observed includes more active, cheerful, and cooperative students at Muhammadiyah High School, where inclusive values and shared responsibilities are emphasized. In contrast, students at Geovani High School appear more disciplined and neat, but some show lower engagement and joy, possibly due to their minority status and stricter school norms. Novelty: The novelty of this research lies in its comparative analysis of religious character education in minority and marginal settings, contributing new insights to the discourse on inclusive and adaptive moral education strategies.

Interpreting Faith and Good Deeds Through a Gender Lens: Insights from Thematic Qur'anic Exegesis Aisah Humairo Zen Kholis; Ainur Rhain; Alwy Ahmed Mohamed
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 3 No. 03 (2025): Main Thema: Integration of Universal Values in the Dynamics of Social Sciences
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v3i03.360

Objective: Explain and strengthen the understanding of gender balance in the context of faith and charity based on the thematic interpretation of Surah An-Nisa verse 124, as well as how the principles of equality in Islam can be applied in socio-religious life. Theoretical framework: The concept of justice and gender equality in Islam is based on thematic interpretation (tafsir maudhu'i), as well as the principles of faith and charity as pillars of just and inclusive religious life. Literature review: Previous studies of the interpretation of Surah An-Nisa verse 124, the thoughts of commentary scholars on the role of gender in religion, as well as literature that discusses gender equality in the context of Islam and society. Methods: A thematic interpretation approach (maudhu'i) to the verses of the Qur'an (An-Nisa: 124) by examining the context of the text (textual) and the social context (contextual) to understand the meaning and implications of the verses on gender issues. Results: Ayat An-Nisa: 124 shows that Islam upholds the principles of justice and gender equality in terms of faith and charity. There is no difference in reward between men and women who do righteous deeds. This supports the creation of an inclusive and gender-fair society. Implication: This study provides a theological basis for efforts to strengthen the role of women in socio-religious life and is a contribution to the discourse of gender equality in Islam, especially in the context of social interpretation and praxis. Novelty: Using a thematic interpretation approach specifically to An-Nisa: 124 to highlight gender equality in the context of faith and charity, and to relate it to the socio-religious roles of men and women more inclusively and contextually.

Critical Pedagogy in Islamic History Education: Applying Henry Giroux's Framework Alwy Ahmed Mohamed; Zaki Afifi; Mahmudulhassan, Mahmudulhassan
Bulletin of Islamic Research Vol. 3 No. 3 (2025)
Publisher : Educational Foundation for Qur'anic Exegesis and Hadith Studies (Yayasan Pendidikan Tafsir Hadis)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69526/bir.v3i3.363

The objective of this research is to explore how Henry Giroux’s theory of critical pedagogy can be applied to Islamic history education in order to enhance critical thinking, social awareness, and transformative learning. The study adopts Giroux’s theoretical framework, which includes ontological, epistemological, and axiological dimensions emphasizing student agency, dialogical learning, and ethical engagement. Using a qualitative literature study as the research method, this paper analyzes scholarly works on critical pedagogy and Islamic education to construct a contextual learning model for undergraduate Islamic history courses. The results demonstrate that traditional approaches to Islamic history often emphasize memorization over critical engagement, thereby limiting students' ability to relate historical narratives to contemporary social realities. By applying Giroux’s critical pedagogy, the study proposes a learning design that includes material and strategy innovations, diverse media tools, and formative assessments focused on critical dialogue and social relevance. The implications of this research suggest that adopting critical pedagogy in Islamic history education can contribute to the development of socially conscious, ethically responsible, and critically aware learners. The originality of this work lies in bridging Western critical pedagogy with Islamic educational objectives, offering a novel curriculum design that aligns with both transformative learning principles and the moral mission of Islamic education

Zakat as a Legal Obligation in Sharia within the Context of Contemporary Taxation Systems Alwy Ahmed Mohamed; Abdulrohim E-sor
Demak Universal Journal of Islam and Sharia Vol. 3 No. 02 (2025): Main Thema: Sharia in the Digital Era with Ethical Responses Legal Innovations
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v3i02.345

Objective: This study aims to investigate the feasibility and implications of integrating Zakat, an Islamic obligatory almsgiving system, into modern state taxation structures within Muslim-majority countries. Theoretical framework: The research is grounded in two complementary theoretical frameworks: fiscal sociology, which explores how taxation reflects socio-legal norms, and Islamic economic theory, which emphasizes wealth redistribution through moral and religious obligations. Literature review: The literature review highlights that while scholars such as Yusuf al-Qaradawi, Monzer Kahf, and Habib Ahmed have extensively discussed zakat’s socio-economic role, there remains a gap in practical models that link zakat to national tax regimes without compromising Sharia principles or state fiscal efficiency. The coexistence of these systems often leads to conceptual confusion and administrative inefficiencies, particularly in countries like Malaysia, Indonesia, Pakistan, and Saudi Arabia. Methods: Methodologically, this research adopts a qualitative, comparative legal and economic approach, drawing on policy documents, legal statutes, and case studies from selected Muslim-majority countries. It critically examines institutional frameworks, public finance policies, and compliance behavior, while also employing doctrinal analysis of maqāṣid al-sharīʿah (objectives of Islamic law) to assess religious alignment. Results: The findings reveal that integration is hampered by legal fragmentation, institutional redundancy, and low public trust. However, models that incorporate zakat into the tax system—either through deductions, exemptions, or parallel recognition—demonstrate improved compliance, reduced welfare burdens on the state, and enhanced civic participation rooted in religious ethics. The study proposes a Hybrid Integration Framework comprising legal recognition, digital registries, transparent oversight, taxpayer choice mechanisms, and intersectoral collaboration. Implications: The implications of this research are significant for policymakers seeking to harmonize Sharia-based obligations with secular governance systems. By fostering synergy between religious mandates and public finance tools, this study offers a pathway toward more equitable and accountable fiscal models. Novelty: The novelty of this study lies in its dual-theoretical lens and the practical policy framework it develops for integrating religious and civic financial duties in a way that aligns with both ethical and administrative imperatives.

Promoting Justice and Peace Through Islamic Education: Comparative Insights from Interfaith Engagements in Kenya and Indonesia Alwy Ahmed Mohamed; Muhammad K. Ridwan
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.409

Objective: This study investigates the role of Islamic values in shaping interreligious relations within pluralistic societies, focusing on Kenya and Indonesia as comparative case studies. The objective is to analyse how Islamic teachings, particularly the principles of taʿāyush (coexistence), raḥma (compassion), and ʿadl (justice), inform Muslim engagement with non-Muslim communities in diverse socio-political contexts. Theoretical framework: The theoretical framework draws upon Qur’anic ethics and the Prophetic tradition as models for peaceful coexistence, contextualized within the broader discourse of religious pluralism and interfaith dialogue. Literature review: Prior studies on Islamic education and interfaith relations emphasize ethical principles like ʿadl, raḥma, and taʿāyush in conflict resolution. However, few compare regional approaches. This study fills that gap by analyzing Islamic peacebuilding practices across Kenya and Indonesia within the framework of the SDGs and religious pluralism. Method: Methodologically, this research employs a qualitative, comparative case study approach, integrating historical analysis, textual interpretation, and contemporary field data from both countries. Results: Findings reveal that Islamic traditions in both Kenya and Indonesia offer rich resources for fostering social cohesion and resisting sectarianism. Kenyan Muslim initiatives emphasize grassroots reconciliation in post-conflict zones, while Indonesian Islamic movements focus on institutional interfaith collaboration and education. These responses align with global peacebuilding frameworks, contributing to the realization of Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions) and SDG 17 (Partnerships for the Goals). Implications: The study’s implications highlight the potential of Islamic interfaith engagement to mitigate religious tensions and promote inclusive governance. Novelty: Its novelty lies in the cross-regional comparison of Islamic interfaith strategies and its grounding in both classical Islamic sources and contemporary global development agendas. The research offers a nuanced, actionable model for faith-based peacebuilding in multicultural contexts.

Islamic Law in Plural Legal Systems and the SDGs: A Comparative Analysis of Indonesia, Bangladesh, and Kenya Alwy Ahmed Mohamed; Md. Riazul Haque; Alaa Alkhateeb
Demak Universal Journal of Islam and Sharia Vol. 3 No. 02 (2025): Main Thema: Sharia in the Digital Era with Ethical Responses Legal Innovations
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v3i02.412

Objective: This study aims to analyze how Islamic law is interpreted, institutionalized, and practiced in the fields of family, inheritance, and Islamic finance, as well as how these interpretations interact with national constitutions and international human rights norms. Theoretical framework: The theoretical framework of this research is based on the concept of legal pluralism, the relationship between religious law and state law, and the framework of the Sustainable Development Goals (SDGs), specifically SDG 5 (Gender Equality), SDG 10 (Reducing Inequality), and SDG 16 (Peace, Justice, and Strong Institutions). Literature review: Reviews the theory of legal pluralism, constitutional debates in multireligious postcolonial countries, and previous studies of Islamic legal practice in Indonesia, Bangladesh, and Kenya, with a focus on issues of gender, judicial consistency, and human rights. Methods: This study uses a comparative qualitative method with a doctrinal legal analysis approach, legal case evaluation, and secondary literature synthesis. Data were analyzed across jurisdictions to compare Islamic legal practices in Indonesia, Bangladesh, and Kenya. Results: The results show different models of Islamic law implementation: Indonesia combines national and regional authorities (e.g., in Aceh), Bangladesh enforces Islamic family law through civil courts, while Kenya restricts sharia to the constitutionally recognized Kadhi courts. Legal pluralism promotes cultural inclusion, but it also creates inconsistencies in the protection of gender rights and the coherence of the justice system. Implications: Affirms the importance of harmonizing religious law with the constitution to strengthen human rights, inclusive justice, and legal reform by the SDGs. Novelty: A comparative analysis of three countries with different contexts and the direct link of Islamic law to the global agenda of the SDGs, in particular, gender equality, inequality reduction, and institutional strengthening.

Negotiating Muslim Youth Identity in Southeast Asia: Psychosocial and Islamic Educational Perspectives Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudulhassan; Mariam Elbanna
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.410

Objective: This study explores the identity crisis among Southeast Asian youth shaped by political instability, cultural pluralism, modernization, and colonial legacies. It examines how Islamic ethics, psychosocial theory, and critical pedagogy can support resilient identity formation. Theoretical framework: Grounded in Erikson’s psychosocial theory, Giroux’s critical pedagogy, and Islamic concepts of selfhood (nafs), moral growth (tazkiyah), and communal belonging (ummah), this research offers a holistic lens on identity construction. Literature review: Existing studies overlook the integration of Islamic thought with Western developmental and pedagogical models in Southeast Asia. Although Islamic schools influence youth identity, their deeper psychosocial and moral roles remain underexplored in Indonesia, Malaysia, and Southern Thailand. Method: Using a qualitative, interdisciplinary approach, the study draws from ethnographic case studies, visual data, and interviews. Islamic doctrinal analysis is applied to assess faith-based coping mechanisms and moral development. Results: Identity is shown to be a dynamic, negotiated process. Islamic institutions provide moral clarity and psychological support, while the proposed Dual-Intervention Model, blending critical pedagogy with spiritual introspection, enhances youth resilience and ethical grounding. Implications: The findings inform educators and policymakers seeking to align Islamic education with psychosocial development. The model offers a culturally rooted, interdisciplinary solution to youth identity fragmentation in postcolonial contexts. Novelty: This study introduces a dual-theoretical framework that fuses Islamic ethics with psychosocial and pedagogical theory to build a context-specific approach to identity formation.

Gender and Religious Authority in Muslim Communities: A SLR on Islamic Education and Multiculturalism Alwy Ahmed Mohamed; Hanan Zakirah Harun; Usman Aliyu Yunusa
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.464

Objective: This study investigates how gender shapes religious authority, leadership, and participation within Muslim communities, with a specific focus on implications for Islamic education and multicultural contexts. The purpose of this research is to systematically analyze how gendered norms influence access to authoritative religious roles and how these norms are being renegotiated across diverse socio-educational settings. Theoretical framework: Grounded in a theoretical framework combining Islamic feminist thought, sociology of religion, and multicultural education, the study conceptualizes religious authority as a socially constructed and interpretive field influenced by power, identity, and knowledge production. Literature review: The literature review highlights three major strands in existing scholarship: (1) gendered hierarchies in traditional religious institutions; (2) emerging forms of women’s authority through educational, digital, and community-based platforms; and (3) multicultural dynamics that reshape gender relations in minority Muslim contexts. Method: Using a Systematic Literature Review (SLR) approach, the study follows PRISMA 2020 guidelines and employs qualitative meta-synthesis to integrate insights from peer-reviewed publications indexed in Scopus, Web of Science, and JSTOR. Studies were selected through transparent inclusion–exclusion criteria and evaluated using the CASP checklist. Thematic analysis was used to interpret patterns across the dataset. Results: The review finds that gender continues to significantly structure religious authority within Muslim communities, particularly through male-dominated leadership traditions and interpretive gatekeeping. However, the results also demonstrate increasing diversification of authority as women, youth, and minority groups gain influence through Islamic educational institutions, online platforms, and multicultural civic spaces. Reformist discourses influenced by Islamic feminism and inclusive pedagogies further contribute to reinterpreting religious texts and expanding gender-inclusive models of leadership. Implications: The study’s implications emphasize the need for Islamic education systems to integrate gender-sensitive pedagogies and support pluralistic interpretations aligned with multicultural realities. Novelty: Its novelty lies in offering the first comprehensive qualitative SLR that synthesizes gender, religious authority, Islamic education, and multiculturalism into a unified analytical lens, providing a broader understanding of shifting power dynamics in contemporary Muslim societies.

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