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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.

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.

Equality in Islam: Prophetic Traditions, Islamic Educational Perspectives, and Multicultural Democracy in Southeast Asia Alwy Ahmed Mohamed; Muhammad K. Ridwan; Qudra Bezibweki; Muthoifin
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.v3i2.486

Objective: Examining the conflict between traditional interpretations and modern readings, this study explores how Islamic doctrines and prophetic traditions influence Southeast Asian Muslim communities' conceptions of equality. The goal is to examine how social, economic, and gender equality are framed in pluralistic cultural contexts using Hadith and Qur'anic teaching. Theoretical framework: The study is grounded in Islamic jurisprudence, ethics, and social theory, exploring how classical sources interact with modern interpretations to inform notions of justice, human dignity, and communal harmony. The framework situates these interpretations within ongoing debates about tradition, reform, and socio-religious adaptation in Southeast Asia. Literature review: While modern scholarship increasingly focuses on gender justice, economic justice, and interreligious tolerance, earlier research emphasizes the emphasis of ancient Islamic scriptures on spiritual and community equality. This study fills a gap in the literature by combining field observations and textual analysis in a Southeast Asian environment. Method: This study employs a qualitative, field-based methodology that combines interviews with Islamic scholars, educators, and community leaders with observations made in madrasahs, pesantrens, and places of worship. Results: The results show that Muslims in Southeast Asia are actively discussing what equality means, striking a balance between modern social realities and devotion to traditional prophetic traditions. While traditional readings continue to influence cultural and spiritual standards, contemporary reinterpretations highlight gender justice, economic parity, and interreligious tolerance as key topics. Implications: In order to promote more inclusive and egalitarian Muslim societies, the study emphasizes the possibilities of fusing classic Islamic sources with contemporary social imperatives. The findings of this study can help religious leaders, educators, and legislators advance social justice and human dignity. Novelty: The comparative, field-based methodology of the study, which combines Hadith analysis, Islamic theory, and empirical observations in Southeast Asia, is innovative. It offers a practical framework for comprehending equality in modern Muslim situations.

Islamic Feminism and State Feminism: Competing Gender Discourses in Pakistan's Legal Reforms (2006–2023): Feminisme Islam dan Feminisme Negara: Diskursus Gender yang Bersaing dalam Reformasi Hukum di Pakistan (2006–2023) Sabir, Muhammad Rehan; Dewi Candraningrum; Alwy Ahmed Mohamed
SiRad: Pelita Wawasan February (Vol. 2 No. 1, 2026)
Publisher : Yayasan Nurul Musthafa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64728/sirad.v2i1.art1

This study examines the role of Islamic feminist and state feminist discourses in Pakistan’s gender law reforms between 2006 and 2023. It is based on close reading of statutory texts and critical engagement with secondary scholarship on legislative processes. The analysis identifies distinct ways in which reform was justified in legal and policy debates. Islamic feminist discourse relied on Quranic reinterpretation to legitimate women’s rights within religious frameworks. State feminist discourse emphasized state protection, governance responsibilities, and international norms. Across cases, the two frameworks converged around shared policy objectives but diverged in their epistemological foundations. Debates over the Protection of Women (Criminal Law Amendment) Act 2006 reflected both religious and institutional rationales. Domestic violence legislation exposed tensions between family preservation and individual rights. The findings suggest that legal change in Pakistan requires navigating multiple sources of authority. Neither discourse alone was sufficient to secure reform. The study contributes to the scholarship on gender law reform in Muslim-majority contexts by showing how competing discourses both enable and limit legislative outcomes. [Penelitian ini mengkaji peran diskursus feminisme Islam dan feminisme negara dalam reformasi hukum gender di Pakistan antara tahun 2006 hingga 2023. Studi ini didasarkan pada pembacaan mendalam terhadap teks-teks peraturan perundang-undangan serta keterlibatan kritis dengan kajian sekunder mengenai proses legislasi. Analisis mengidentifikasi berbagai cara berbeda dalam pembenaran reformasi yang muncul dalam perdebatan hukum dan kebijakan. Diskursus feminisme Islam bertumpu pada penafsiran ulang Al-Qur’an untuk melegitimasi hak-hak perempuan dalam kerangka keagamaan. Sementara itu, diskursus feminisme negara menekankan perlindungan oleh negara, tanggung jawab tata kelola pemerintahan, serta norma-norma internasional. Dalam berbagai kasus, kedua kerangka tersebut bertemu pada tujuan kebijakan yang sama, namun berbeda dalam landasan epistemologisnya. Perdebatan mengenai Protection of Women (Criminal Law Amendment) Act tahun 2006 mencerminkan baik rasionalitas keagamaan maupun institusional. Legislasi tentang kekerasan dalam rumah tangga menyingkap ketegangan antara upaya pelestarian keluarga dan perlindungan hak individu. Temuan penelitian ini menunjukkan bahwa perubahan hukum di Pakistan menuntut kemampuan menavigasi berbagai sumber otoritas. Tidak satu pun dari kedua diskursus tersebut, secara berdiri sendiri, cukup untuk menjamin terwujudnya reformasi. Studi ini berkontribusi pada kajian reformasi hukum gender di konteks negara mayoritas Muslim dengan menunjukkan bagaimana diskursus yang saling bersaing sekaligus dapat memungkinkan dan membatasi hasil legislasi.]

Islamic Education and Freirean Critical Pedagogy: Reconstructing Justice and Liberation in Multicultural Contexts Alwy Ahmed Mohamed; Aya Ragab
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 03 (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.v3i03.509

Objective: This study seeks to examine how Paulo Freire’s theory of critical pedagogy can be reinterpreted through the lens of Islamic educational philosophy in order to promote justice, emancipation, and transformative learning in modern education. Specifically, it explores the alignment between Freirean concepts of dialogue, conscientization, and the rejection of the “banking model” of education and key Islamic educational values such as tarbiyah, ‘adl, and shura. Theoretical framework: The study is grounded in Paulo Freire’s critical pedagogy and Islamic educational philosophy. Freire’s framework emphasizes education as a practice of freedom aimed at raising critical consciousness and challenging oppression, while Islamic educational philosophy stresses moral formation, social justice, community responsibility, and spiritual development. Literature review: Existing scholarship on critical pedagogy highlights Freire’s influence on emancipatory education, social justice, and resistance to hegemonic power structures. Meanwhile, literature on Islamic education emphasizes holistic human development, ethical responsibility, and communal well-being. Method: This study employs a qualitative methodology based on literature review and textual analysis. Key writings by Paulo Freire are compared with classical and contemporary Islamic educational texts to identify convergences and divergences in their philosophical foundations, pedagogical aims, and approaches to justice and emancipation. Results: The findings indicate that Islamic educational philosophy offers a liberatory framework that complements and deepens Freire’s critical pedagogy. Islamic concepts provide a spiritual and ethical foundation that reinforces Freire’s emphasis on dialogue, critical awareness, and social transformation, while also addressing moral formation and communal responsibility. Implications: The study underscores the potential of integrating Islamic educational philosophy with Freirean pedagogy to enhance critical consciousness, promote justice, and foster community empowerment. Such integration can support educators in developing transformative educational practices rooted in ethics, spirituality, and social responsibility. Novelty: The novelty of this study lies in its interdisciplinary synthesis of critical pedagogy and Islamic educational philosophy, offering an alternative model of transformative education that unites emancipation, ethical grounding, and collective empowerment.

Evaluating Vygotsky-Based Professional Development Models for Islamic Educators Alwy Ahmed Mohamed; Maisuna Mustapha Yahya; Muhammad Rehan Sabir
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.114

In light of current pedagogical and technical problems, this study tackles the growing demand for effective teacher professional development (PD) models in Islamic education. Even while teachers have a crucial role as murabbi in influencing students' intellectual, moral, and spiritual growth, many professional development programs in Islamic institutions are still content-focused and lack a solid theoretical foundation. By analyzing the applicability and efficacy of Vygotsky's social constructivist theory as a framework for teacher professional development in Islamic education, this research aims to close this gap. The study aims to evaluate how Islamic educators' pedagogical competence and reflective practice can be enhanced through Vygotsky-based professional development models, specifically focusing on the concepts of the Zone of Proximal Development, scaffolding, and social interaction. The study employs a qualitative and conceptual research approach, including thematic analysis of pedagogical practices, as well as document analysis of current professional development programs, relevant literature, and Islamic educational sources. The results show that Vygotsky-based PD models are very compatible with Islamic educational ideas, including dialogic instruction, tarbiyah gradualiyyah, and collaborative learning (halaqah). These models support learner-centered teaching methods, professional collaboration, and enhanced instructional methodologies. The conversation emphasizes how incorporating social constructivist theory into Islamic teacher preparation promotes comprehensive education based on moral and spiritual principles while also enhancing pedagogical efficacy. The study comes to the conclusion that a workable and contextually appropriate framework for improving teacher preparation in Islamic education is provided by Vygotsky-based professional development.

Islamic Thought, Religious Authority, and Ethical Formation in the Age of Digital Modernity: Contributions to the Sustainable Development Goals Alwy Ahmed Mohamed; Ahmad Remanda; Mariam Elbanna; Muhammad Ndow; Qudra Bezibweki
AL-IKHSAN: Interdisciplinary Journal of Islamic Studies Vol. 4 No. 1 (2026): Development of Contemporary Islamic Studies
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ikhsan.v4i1.156

Objective: This study aims to examine how Islamic thought, religious authority, and ethical formation are being reshaped in the age of digital modernity and to assess their contributions to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). The research focuses on the ways digital platforms, algorithm-driven religious content, and emerging forms of online authority influence ethical reasoning, civic responsibility, and moral development within contemporary Muslim societies. Theoretical framework: The theoretical framework integrates classical Islamic epistemology (ʿilm, authority of the ʿulamāʾ, adab, and maqāṣid al-sharīʿah) with critical theories of power and knowledge, digital religion theory, and ethical governance frameworks. This interdisciplinary approach enables an analysis of how digital technologies mediate religious authority and ethical norms, and how these transformations intersect with global development agendas articulated in the SDGs. Literature review: The literature review covers three main bodies of scholarship: (1) classical and contemporary discussions on Islamic religious authority and ethical formation; (2) studies on digital religion, social media, and algorithmic governance; and (3) SDG-oriented research on education, institutional trust, and ethical sustainability. While existing studies acknowledge the growing influence of digital Islam, limited attention has been given to its implications for ethical development and sustainable governance from an Islamic perspective. Methods: This study adopts a qualitative research design combining discourse analysis of digital Islamic content, document analysis of policy and educational frameworks, and semi-structured interviews with Islamic scholars, educators, and Muslim youth. Data are analyzed thematically to identify patterns in the production of religious authority, ethical narratives, and their alignment with SDG-related objectives. Results: The findings reveal that digital modernity is simultaneously democratizing and fragmenting Islamic religious authority. While digital platforms expand access to religious knowledge and ethical discourse, they also challenge traditional structures of authority and risk promoting superficial or polarizing interpretations. Nevertheless, when guided by ethical frameworks grounded in maqāṣid al-sharīʿah, digital Islamic engagement has the potential to strengthen ethical education, civic responsibility, and institutional trust. Implications: The study highlights the need for ethically grounded digital Islamic education and responsible religious leadership to support sustainable development. By aligning Islamic ethical formation with SDG 4 and SDG 16, the research offers policy-relevant insights for educators, religious institutions, and development actors seeking to harness digital religion as a resource for peace, justice, and sustainable social development. Novelty: This study provides an original contribution by explicitly linking transformations in Islamic thought and religious authority under digital modernity to the Sustainable Development Goals, offering a normative and analytical framework that positions Islamic ethics as an active contributor to global development discourse.

Character Education in Islamic Thought: A Comparative Study of Al-Miskawaih and Al-Ghazali Alwy Ahmed Mohamed; Muk Andhim
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.194

Character education has long been a central concern in Islamic intellectual tradition, particularly in the works of classical Muslim scholars who emphasised the development of moral virtues and ethical behaviour. This study examines the concept of character education in the thought of Abū ʿAlī Aḥmad ibn Muḥammad ibn Yaʿqūb Miskawayh and Abu Hamid al-Ghazali, two prominent Muslim thinkers who significantly contributed to Islamic ethical philosophy. The research aims to analyse and compare their perspectives on the formation of moral character and the role of education in cultivating virtuous individuals. Using a qualitative library research method, this study examines primary texts such as Tahdhib al-Akhlaq by Al-Miskawaih and Ihya Ulum al-Din by Al-Ghazali, as well as relevant secondary literature. The findings reveal that Al-Miskawaih emphasises a rational and philosophical approach to moral education, highlighting the importance of intellectual discipline and balance among human faculties to achieve virtue. In contrast, Al-Ghazali focuses more on spiritual purification, emphasising the role of faith, self-discipline, and religious practices in shaping moral character. Despite their methodological differences, both scholars share a common goal of guiding individuals toward moral excellence and social harmony. This study concludes that integrating their perspectives can provide valuable insights for contemporary Islamic education, particularly in developing character-based curricula that combine intellectual development with spiritual and ethical formation.

The Intimate Archive: Gender, Memory, and Agency in Partition Narratives Mahnoor Fatima; Muhammad Bilal Sarfraz; Muhammad Rehan Sabir; Alwy Ahmed Mohamed
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.545

Objective: This study aims to criticize the historical narrative of the 1947 Partition of India that focuses too much on political and state aspects and ignores women's personal experiences. In addition, the concept of intimate archive was introduced to understand how women build meaning in life after violence. Theoretical framework: Approaches used include Feminist Historiography, Trauma Theory, and Critical Archive Studies to show that archives and testimonies are not objective, but rather the result of constructions influenced by power relations and individual experiences. Literature review: Previous literature has tended to focus on macro aspects such as politics and conflict. Instead, this study highlights the work of Saadat Hasan Manto and Amrita Pritam as well as feminist oral histories that describe women's experiences in a more personal and profound way. Methods: The method used is qualitative through close reading of literary works and oral history analysis to explore hidden meanings in women's experiences. Results: Three forms of intimate archive were found, namely meaning in objects, memories in the body, and the use of silence as a strategy. These findings show that women have an active role in shaping identity and meaning in life. Implications: The findings of the study expand the perspective of archives, not only as official data but also as representations of personal experiences. The concept of an intimate archive can also be applied to other studies that address marginalized experiences. Novelty: Novelty lies in the concept of an intimate archive that views testimony as an active process in building meaning, not just a record of experience.

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