Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal al-Afkar, Journal For Islamic Studies LECTURES: Journal of Islamic and Education Studies Al-Fadlan: Journal of Islamic Education and Teaching
Mohamed Iyas Valarthodi
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Role of Virtual Platforms in Shaping Contemporary Islamic Education Shehar Bano; Mohamed Iyas Valarthodi
Al-Fadlan: Journal of Islamic Education and Teaching Vol. 3 No. 1 (2025): Exploring Trends in Islamic Education
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/fadlan.v3i1.99

Abstract

with personal mentorship as traditional learning methods. The swift technological progress has dramatically reshaped Islamic learning because it created extensive educational accessibility through digital platform usage together with remote Video classes and Artificial Intelligence educational resources. The research investigates how digital education affects Islamic learning while reviewing its present state along with its future perspective and associated hurdles. Research data collection relies heavily on qualitative techniques that utilize literature reviews combined with studies of prominent digital Islamic learning platforms which include Bayyinah Institute, Al-Maghrib Institute, Seekers Guidance and Islamic Online University. The research analyses the levels of credibility and accessibility while also evaluating engagement factors between digital learning in Islam versus traditional classroom techniques. The existing body of research about Islamic education still leaves a huge space to understand how digital learning affects students in multiple dimensions including their commitment and scholar authenticity when paired with their access to technology in disadvantaged communities. The research on conventional learning structures prevails over studies investigating the impact of online education in the existing academic field. The research establishes a bridge by performing an extensive evaluation of digital Islamic education benefits and weaknesses. Research takes place because digital education platforms have become essential for religious instruction particularly when used by Muslim minorities residing outside Muslim countries and self-directed learners who need flexible learning options. Investing knowledge into the effects these digital tools possess on religious education and scholarly communication will determine upcoming educational guidelines. The research demonstrates that virtual platforms bring many benefits to students, yet students must contend with issues of authenticity and insufficient mentorship along with ideological problems. Combining traditional madrasa education with digital methods creates the best learning system to preserve academic depth of traditional Islamic education through new technological resources. Research adds to academic knowledge by demonstrating the necessity to develop better authentication systems alongside increased digital education skills and joint ventures between traditional Islamic centres and virtual learning environments. Experts should research how digital Islamic education affects individuals psychologically and socially throughout time and how AI technology impacts the customization of Islamic religious content.
Adab-Centric Pedagogy and Tarbiyah: A Comprehensive Analysis of Their Impact on Islamic Education System in South India Mohamed Iyas Valarthodi; Abubaker Barry; Mahasri Shobahiya; Abdul Hafeez VM; Ameen KC
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.2093

Abstract

  This study examines the integration and effectiveness of adab-centric pedagogy and tarbiyah within South India's Islamic education system, particularly focusing on Kerala's educational institutions. Through a mixed-methods approach combining qualitative interviews, quantitative surveys, and longitudinal data analysis across 15 major Islamic educational institutions, the research investigates how traditional Islamic educational principles are effectively merged with modern pedagogical approaches. The study employed the Comprehensive Islamic Education Assessment Framework (CIEAF) and Multi-Dimensional Character Assessment Protocol (MDCAP) to evaluate both academic and character development outcomes. Results demonstrate significant improvements in student performance, including a 45% enhancement in character development metrics and a 27% increase in academic achievement. The findings establish that the successful integration of adab-centric pedagogy and tarbiyah principles creates a robust educational model that effectively balances traditional Islamic values with contemporary educational requirements.
Contemporary Educational Trends in Islamic Education: An Analytical Review of Pedagogical Challenges and Strategic Opportunities Aboubacar Barry; Mohamed Iyas Valarthodi; Mohamad Ali; Rizqianto Hermawan; Jafar Ihza Yuska Azzacky
LECTURES: Journal of Islamic and Education Studies Vol. 4 No. 3 (2025): Progressive Islamic and Education Studies
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/lectures.v4i3.163

Abstract

Islamic education is undergoing significant transformation due to the increasing adoption of contemporary educational trends, including digital learning, competency-based education, and interdisciplinary curriculum reform. However, balancing these modern educational advancements with the preservation of Islamic pedagogical values remains a challenge. This study employs a semi-systematic literature review to analyze the impact of contemporary trends on Islamic education, highlighting key challenges and strategic opportunities. The research synthesizes findings from peer-reviewed journal articles and academic databases, focusing on three core areas: (1) technology integration in Islamic education, (2) curriculum reform and pedagogical innovations, and (3) institutional policies and educator development. The findings reveal that while digital learning enhances accessibility and engagement, infrastructure limitations, digital literacy gaps, and concerns over content authenticity persist. Additionally, resistance to interdisciplinary curriculum reform poses challenges to achieving a balanced educational approach. Institutional policies and educator training programs play a crucial role in addressing these challenges by promoting competency-based learning, professional development for teachers, and digital infrastructure expansion. The novelty of this study lies in its comparative analysis of policy interventions and technological advancements in Islamic education across different regional contexts. This research contributes to the discourse on Islamic education modernization by offering a framework for sustainable reforms that respect Islamic values. Future research should explore longitudinal assessments of digital learning outcomes, empirical studies on policy implementation, and the role of artificial intelligence in Islamic pedagogy.
Co-Authors Abdul Hafeez VM Aboubacar Barry Abubaker Barry Ameen KC Jafar Ihza Yuska Azzacky Mahasri Shobahiya, Mahasri Mohamad Ali Rizqianto Hermawan Shehar Bano