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All Journal Jurnal Suara Hukum Khalifa: Journal of Islamic Education Journal of English Development
Aladi, Salem
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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From Judicial Permission to Judicial Governance: Polygamy Regulation under Libyan Family Law (1984–2015) Masuwd, Mowafg; Barkah, Sami; Aladi, Salem; Alrumayh, Safa; Hasan, Laylay; Omar, Zaynab; Ayad, Nahid
Jurnal Suara Hukum Vol. 8 No. 1 (2026): Jurnal Suara Hukum
Publisher : Universitas Negeri Surabaya

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Abstract

This study analyzes the judicial regulation of polygamy in the Libyan family law using socio-legal and maqasid al-shariʿah framework. Focusing on Law No. 10 of 1984 on Marriage and Divorce and its amendments (1991, 1994, and the 2015 deletion of Article 13), the study traces how polygamy shifted from jurisprudential (fiqhi) permissibility to judicial restriction subject to authorization, contestation, and potential refusal. Using qualitative doctrinal analysis supported by socio-legal contextualization, the research examines how the authorization mechanisms have transformed polygamy from a private spousal privilege to a legally conditioned practice subject to state supervision and refusal. The findings show an institutional shift in the role of Libyan courts from verifying formal requirements to evaluating financial capacity, potential harm, and family welfare, especially after the 1994 “serious reasons” standard. The article argues that these restrictions are better understood as a maqasid-oriented understanding of justice and harm prevention rather than as a departure from Shariʿah. By linking statutory law, judicial discretion power, and socio-political context, the study contributes to the continuous debates on Islamic family law reform, the role of courts in Muslim-majority countries, and the normative foundations for regulating marital practices.
EFL University Lecturers’ Perceptions of AI and Critical Thinking: Opportunities, Boundaries, and Assessment Dilemmas Alouzi, Khuloud; Ibrahim, DafaAllah; Omran, Sara; Aladi, Salem; Ahmed, Ahmed Hamid
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7376

Abstract

This study explored EFL university lecturers’ perceptions of generative AI in relation to critical thinking, focusing on perceived opportunities, acceptable-use boundaries, and assessment dilemmas at the University of Zawia, Libya. A mixed-methods descriptive design was used, combining a questionnaire (N = 70) and semi-structured interviews (n = 10). Survey results showed moderate endorsement of AI opportunities for supporting critical thinking (M = 3.93, SD = 1.08), especially for language and comprehension support (M = 4.23, SD = 0.97) and higher-order question generation (M = 4.03, SD = 1.05). However, lecturers strongly emphasized boundaries for acceptable AI use (M = 4.42, SD = 0.89), particularly the need for an institutional policy (M = 4.60, SD = 0.73) and disclosure of AI use (M = 4.49, SD = 0.86). Assessment dilemmas were high (M = 4.17, SD = 0.98), with strongest concern about plagiarism/patchwriting risks (M = 4.40, SD = 0.84) and difficulty judging students’ own critical thinking (M = 4.24, SD = 0.97). Interview findings reinforced a “benefit–boundary tension,” highlighting preference for assessment redesign (in-class writing, oral defense, and process portfolios) over detection-based policing. The study recommends regulated-use guidance, staff training, and student integrity support.
Integrating Turath and Modern Knowledge in Islamic Higher Education Barkah, Sami; Masoud, Mohieddin; Aladi, Salem; Ayad, Nahid; Alrumayh, Safa; Albshkar, Hajer; Masuwd, Mowafg
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.448

Abstract

Islamic higher education encounters a continuous challenge in integrating classical Islamic heritage (Turath) with modern knowledge in a consistent and meaningful way. This study examines to which extent Islamic education programs balance Turath (classical Islamic heritage) and modern knowledge in the Faculties of Sharia and Islamic Studies at the University of Zawia, Libya. Using a mixed-methods explanatory sequential design, quantitative data were collected from 350 students through a structured questionnaire, followed by qualitative interviews with 20 lecturers to provide deep insights. The findings indicate that students demonstrate a high appreciation for both Turath (M = 4.34, SD = 0.79) and modern knowledge (M = 4.08, SD = 0.96), reflecting strong support for an integrative model of Islamic education. However, curriculum balance was rated at a moderate level (M = 3.35, SD = 1.07), suggesting that integration between the two domains remains insufficient. Teaching practices were also perceived as moderately effective (M = 3.73, SD = 0.96), with limitations in fostering critical engagement and application. Furthermore, students identified significant challenges (M = 4.09, SD = 0.90), particularly the overreliance on memorization, weak linkage between theory and practice, and limited institutional coordination. Qualitative findings confirm that these challenges rooted in structural fragmentation, lack of a unified curriculum framework, and insufficient pedagogical training. The study concludes that while the conceptual foundation for integration exists, effective implementation requires systematic curriculum reform, pedagogical innovation, and institutional integration.
Co-Authors Ahmed, Ahmed Hamid Albshkar, Hajer Alouzi, Khuloud Alrumayh, Safa Ayad, Nahid Barkah, Sami Hasan, Laylay Ibrahim, DafaAllah Masoud, Mohieddin Masuwd, Mowafg Omar, Zaynab Omran, Sara