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All Journal Journal of Loomingulisus ja Innovatsioon Islamic Studies in the World
Al-Sheikh, Fatima
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Religion Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other

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Digital Waqf as a Social Impact Model: A Framework for Sustainable Funding of Islamic Education via Technology Platforms Al-Mohannadi, Ahmed; Al-Sheikh, Fatima; Al-Zayani, Salim
Islamic Studies in the World Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i5.2939

Abstract

The growing demand for sustainable and reliable funding models in Islamic education has intensified interest in the digitalization of waqf as a contemporary social impact mechanism. Traditional waqf systems, while historically significant in supporting schools, madrasahs, and Islamic higher education, often struggle with management inefficiencies, limited transparency, and low donor engagement. Digital waqf platforms supported by FinTech and blockchain technologies offer new opportunities to revive waqf as a scalable and accountable funding model capable of sustaining educational institutions in the modern era. This study aims to develop a conceptual framework that explains how digital waqf can function as a sustainable social impact model to finance Islamic educational institutions. The research evaluates the technological, managerial, and ethical components that enable digital waqf to improve fundraising, enhance governance, and promote long-term financial resilience. It also investigates donor perceptions and platform characteristics that influence participation in digital waqf systems. A qualitative research design was employed using systematic literature review, analysis of digital waqf platforms, and semi-structured interviews with waqf administrators, Islamic education leaders, and technology developers. The data were analyzed thematically to identify operational features, governance structures, and technology-driven innovations that shape the effectiveness of digital waqf ecosystems. The findings indicate that digital waqf platforms significantly improve transparency, reduce administrative barriers, and expand donor outreach through automated reporting, smart contracts, and mobile-based contribution tools. These innovations enhance donor trust and strengthen institutional accountability. The study concludes that digital waqf has substantial potential to become a sustainable funding model for Islamic education when supported by strong governance, ethical compliance, and user-centered technological design.
Technology-based learning innovation to enhance Student creativity: a literature review Munandar, Nilam Cahya; Humairo, Tasya; Al-Sheikh, Fatima
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.2881

Abstract

Rapid advancements in the 21st-century education landscape necessitate the integration of digital tools to foster higher-order thinking skills, particularly in the complex domain of science. This study aims to analyze the effectiveness of technology-based learning innovations in enhancing student creativity within physics education through a comprehensive literature review. Data were collected from reputable international journals published between 2019 and 2024, utilizing a systematic screening process to identify relevant empirical studies regarding digital interventions. The analysis reveals that specific innovations, such as augmented reality, virtual laboratories, and interactive simulations, significantly improve students' creative thinking abilities by visualizing abstract physical phenomena and allowing for open-ended experimentation without physical constraints. Unlike previous reviews that focus primarily on cognitive learning outcomes or conceptual mastery, this research uniquely synthesizes how digital platforms specifically target indicators of creativity, including fluency, flexibility, and elaboration in solving physics problems. These findings offer critical theoretical and practical implications for curriculum developers and physics educators to design technology-integrated learning environments that not only transfer knowledge but also cultivate the inventive scientific mindset required for the future development of physics.
Co-Authors Al-Mohannadi, Ahmed Al-Zayani, Salim Humairo, Tasya Munandar, Nilam Cahya