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All Journal al-Afkar, Journal For Islamic Studies LECTURES: Journal of Islamic and Education Studies
Mohamed Iyas Valarthodi
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Religion Education Social Sciences

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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 Muhammad Ali Rizqianto Hermawan