Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
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This Author published in this journals
All Journal Demak Universal Journal of Islam and Sharia Solo Universal Journal of Islamic Education and Multiculturalism Solo International Collaboration and Publication of Social Sciences and Humanities
Usman Aliyu Yunusa
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Bibliometric Analysis of Islamic Law and Philosophy: Global Trends, Key Participants, and Developing Themes Md. Ziaur Rahman; Mahmudulhassan; Ardiansyah; Usman Aliyu Yunusa
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.v3i02.419

Abstract

Objective: This study maps the bibliometric landscape of the study of Islamic philosophy, law, and law for the period 2019–2024 with a focus on themes, influential figures, publication trends, and the interconnectedness of philosophy of law, ethics, and human rights in global discourse. Theoretical framework: This study uses bibliometric approaches and scientific communication theory to analyze patterns of publication, collaboration, and cross-disciplinary knowledge development. Literature review: Previous studies have shown interdisciplinary trends in Islamic philosophy, law, and economics, but not many have examined the connection between the three simultaneously. Methods: Data obtained from Scopus using a Boolean search. Of the 14,632 articles, 185 were selected for analysis with Microsoft Excel, R-Studio, and VOSViewer, covering publication trends, collaborations, institutional contributions, and keyword co-occurrence. Results: Publications peaked in 2021 and then declined. Major contributors are from the US, UK, and Indonesia. The analysis shows the close linkage between ethics, philosophy, and law with a multidisciplinary character, as well as identifying key academics and institutions. Implications: A study of the post-2021 productivity decline and increased international collaboration, especially from underrepresented regions, is needed. Novelty: This research is the first comprehensive mapping that integrates Islamic philosophy, law, and law (2019–2024), affirms multidisciplinary interconnectedness, and places Indonesia as an important actor in global academic discourse.
Recontextualizing Ki Hajar Dewantara’s Educational Philosophy in the Era of Merdeka Belajar and Global Disruption Ismaiza Busti; Refinal; Saifullah SA; Desi Asmaret; Julhadi; Usman Aliyu Yunusa
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 01 (2026): Main Theme: Contextualized Global Collaboration in Humanities and Social Scien
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i01.402

Abstract

Objective: To critically analyze Ki Hajar Dewantara's educational philosophy and its relevance to contemporary Indonesian education, especially in the context of the "Freedom of Learning" policy. Theoretical framework: This research is based on the theoretical framework of humanistic, cultural, and liberation education, with an emphasis on student autonomy, moral development, and the formation of national identity. The triadic philosophy of Ki Hajar Dewantara, which consists of the principles of Ing Ngarsa Sung Tulada, Ing Madya Mangun Karsa, and Tut Wuri Handayani, is used as a conceptual basis in this study. Literature review: A literature review shows that although Ki Hajar's educational values are often referenced, there are still shortcomings in integrative and practical studies that relate his thinking to the demands of modern education, especially in the era of digital transformation, global competition, and curriculum reform. Most studies are historical or philosophical, without providing a concrete operational framework for educators and policymakers. Methods: This qualitative research uses historical, sociocultural, and content analysis approaches. Primary data was obtained from Ki Hajar Dewantara's original writings, speeches, and policy documents. Secondary data includes related literature and contemporary educational frameworks such as the Independent Curriculum. The analysis was carried out through thematic categorization and interpretive synthesis. Result: The results of the study show that Ki Hajar Dewantara's thinking remains relevant, especially in terms of educational freedom, cultural roots, and moral character development. His thinking became the philosophical basis for rehumanizing education in the dominance of metrics and standardization. However, reinterpretation is needed to be in line with the digital learning environment and 21st-century competencies. Implications: National education policies need to integrate local cultural values and humanistic pedagogical approaches to create sustainable, identity-based learning. Novelty: The uniqueness of this research lies in the reactualization of Ki Hajar Dewantara's educational philosophy as a contextual and adaptive living paradigm to current and future educational challenges.
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

Abstract

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.
Co-Authors Alwy Ahmed Mohamed Ardiansyah Desi Asmaret Hanan Zakirah Harun Ismaiza Busti Julhadi Mahmudulhassan Md. Ziaur Rahman Refinal Saifullah SA