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All Journal Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies
Muhamad Rizza
Universiti Utara Malaysia
Religion Education Other

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Fostering Mutual Respect at Universiti Utara Malaysia: A Synergistic Approach Integrating Yusuf Al-Qardhawi's Moderation and Hamzah Fansuri's Sufi Thought Muhamad Rizza; Lilis Sumarni; Siti Maryam
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 1 No. 2 (2024)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v1i2.13

Abstract

This study explores the enhancement of interfaith communication and mutual respect at Universiti Utara Malaysia through the integration of Hamzah Fansuri's Sufi teachings and Yusuf Al-Qardhawi's principles of religious moderation. Utilizing a systematic literature review (SLR) methodology, the research investigates how Fansuri’s mystical Sufi doctrines—focused on compassion, spiritual unity, and personal transformation—can be effectively combined with Al-Qardhawi's moderation framework, which encourages amicable and respectful interactions across different faiths. The literature review critically examines existing scholarship on both Hamzah Fansuri’s and Al-Qardhawi’s ideologies, aiming to propose practical ways to align these theoretical perspectives with the university’s policies and instructional practices. The study synthesizes insights from these philosophical frameworks to suggest methods for integrating them into the campus environment, thereby fostering a more inclusive and respectful academic community. The findings indicate that incorporating Al-Qardhawi’s moderation principles with Sufi concepts of tolerance and empathy can significantly enhance campus harmony. Practical recommendations are offered for applying these integrated approaches, with the expectation that such measures will improve academic engagement, strengthen social cohesion, and cultivate a more respectful and understanding culture among students and faculty. Ultimately, the study aspires to contribute to a more harmonious and civil environment at Universiti Utara Malaysia
Implementing Asta Protas through Kahoot in Islamic Religious Education at MAN 2 Bandung Muhamad Rizza; Siti Nurul Mutiah; Fauzen Sugali
Al-Ahnaf: Journal of Islamic Education, Learning and Religious Studies Vol. 2 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ahnaf.v2i3.35

Abstract

This study examines how Asta Protas Kemenag Berdampak, a national transformation framework initiated by the Minister of Religious Affairs, Nasaruddin Umar, can be operationalized through Kahoot in IRE at MAN 2 Kota Bandung. The research aims to analyze the alignment between Asta Protas’ teacher professionalism pillars and the pedagogical potential of game-based learning, particularly in enhancing engagement, assessment quality, and higher-order thinking. Employing a qualitative descriptive design, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation of instructional materials. Analysis followed an interactive model of data collection, reduction, display, and interpretation. The findings indicate that Kahoot supports several key dimensions of Asta Protas, including pedagogical innovation, digital competence, and the development of meaningful learning experiences. Students exhibited strong behavioral, emotional, and cognitive engagement during Kahoot-based activities, while teachers demonstrated improved instructional planning and assessment literacy aligned with Bloom’s Taxonomy. Despite challenges related to digital infrastructure, teacher readiness, and the need for careful adaptation of religious content, Kahoot proved effective in fostering interactive, reflective, and value-oriented IRE learning. The study concludes that game-based learning can serve as a practical means to advance Asta Protas's goals and strengthen pedagogical transformation in madrasah education.
Co-Authors Fauzen Sugali Lilis Sumarni Siti Maryam Siti Nurul Mutiah