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All Journal LECTURES: Journal of Islamic and Education Studies Al-Fadlan: Journal of Islamic Education and Teaching AL-IKHSAN: Interdisciplinary Journal of Islamic Studie Maklumat: Journal of Da'wah and Islamic Studies
Muhammad Ndow
University Of The Gambia
Religion Humanities Education Social Sciences Other

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Reconstructing Madrasa Education through Critical Pedagogy: A Freirean Framework for Islamic Educational Reform Alwy Ahmed Mohamed; Muhammad Ndow; Mowafg Masuwd
LECTURES: Journal of Islamic and Education Studies Vol. 5 No. 1 (2026): 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.v5i1.207

Abstract

This study, which examines the continued dominance of transmissive and authority-centred teaching methods in madrasa education, falls under the umbrella of Islamic education reform and critical pedagogy. Many madrasas still use teaching methods that restrict students' critical involvement, dialogical interaction, and sociopolitical awareness despite continuous modernisation initiatives. By offering a revolutionary paradigm grounded in dialogical learning and critical consciousness, this article seeks to reconstruct madrasa education through the prism of Paulo Freire's critical pedagogy. This topic was chosen in response to current discussions on decolonising Islamic education and increasing its applicability in pluralistic settings. This study integrates Freirean theory with key Islamic educational ideas such as tarbiyah, shura (consultation), and moral agency through a qualitative conceptual analysis supported by a critical literature survey. According to the working hypothesis, emancipatory learning can be promoted within madrasa systems while maintaining an Islamic epistemological foundation through critical pedagogical approaches. The results show that a dialogical and participative instructional approach strengthens students' ability for reflection, ethical reasoning, and social responsibility. By providing a theoretically based reform paradigm that connects Islamic educational philosophy and Western critical pedagogy, the study advances the field. In summary, using a Freirean method to rebuild madrasa education is not only a pedagogical novelty; rather, it is a calculated move toward developing Muslim students who are socially and intellectually engaged
The Pharaoh’s Mummy, SDGs, and Islamic Education: Insights from Dr. Maurice Bucaille Alwy Ahmed Mohamed; Ahmad Remanda; Mariam Elbanna; Muhammad Ndow; Qudra Bezibweki
Al-Fadlan: Journal of Islamic Education and Teaching Vol. 4 No. 1 (2026): Exploring Trends in Islamic Education
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/fadlan.v4i1.140

Abstract

Objective: This study aims to examine the significance of the discovery and scientific examination of the Pharaoh’s mummy by Dr. Maurice Bucaille as a case study for integrating science and revelation within Islamic education, and to explore its relevance in supporting the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The theoretical framework is grounded in the integration of Islamic epistemology (revelation, reason, and empirical observation), the integration–interconnection paradigm, and contemporary perspectives on science–religion dialogue within Islamic education. This framework enables an analysis of how scientific inquiry can reinforce faith-based learning and ethical consciousness. Literature review: Previous studies on Dr. Maurice Bucaille largely focus on his scientific analysis of the Pharaoh’s mummy and his engagement with Qur’anic verses related to history and science. However, limited attention has been given to the educational implications of his work, particularly in relation to Islamic education, curriculum development, and the SDGs. Existing literature highlights the need for educational models that integrate scientific literacy, religious values, and global sustainability agendas. Methods: This research uses an approach that looks at what people have written about before and analyzes documents. It looks at what Bucaille has written about science, what he thinks the Qur'an means, and what people have written about teaching education. The information is looked at to find connections between learning about science, what the Qur'an says, thinking about what's right and wrong, and what people want students to learn about taking care of the earth. This research is really about finding connections between discovery, revelation, ethical reflection, and what people want students to learn about taking care of the earth, which is all part of sustainability-oriented educational objectives, and it is also about Bucaille’s scientific writings and Qur’anic interpretations. Results: The findings show that studying the Pharaoh's mummy and what Dr. Maurice Bucaille says about it is a way to teach people about science and Islamic beliefs at the same time. This helps people think carefully about things, learn about science in a way that is connected to their faith, and understand what is right and wrong. The Pharaoh's mummy study is very useful for education because it helps people learn important things like being a good person and trusting the people who are in charge. This is good for the world because it helps with goals like making sure everyone gets a good education and being a responsible person. The Pharaohs' mummy study is important for education, and it can help with these big goals, like the ones that are part of the Sustainable Development Goals, such as getting a good education and being a good person. Implications: The study shows that Islamic education can use a combination of history and science to help students learn in a way. This means that Islamic education can use stories from scientific facts to teach students important things. Islamic education can help students understand their religion better and learn about taking care of the earth. This way of teaching encourages students to try new things and makes learning more interesting. It also helps students learn by relating things to their lives. It teaches students to think about the ethics of science and how it affects them and the world around them. Islamic education can really benefit from using history and science to teach students. Novelty: The novelty of this research lies in positioning the Pharaoh’s mummy and the work of Dr. Maurice Bucaille as an integrative pedagogical model that bridges science, revelation, and the SDGs, offering a fresh contribution to Islamic education discourse and sustainability-oriented educational reform.
Islamic Thought, Religious Authority, and Ethical Formation in the Age of Digital Modernity: Contributions to the Sustainable Development Goals Alwy Ahmed Mohamed; Ahmad Remanda; Mariam Elbanna; Muhammad Ndow; Qudra Bezibweki
AL-IKHSAN: Interdisciplinary Journal of Islamic Studies Vol. 4 No. 1 (2026): Development of Contemporary Islamic Studies
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/ikhsan.v4i1.156

Abstract

Objective: This study aims to examine how Islamic thought, religious authority, and ethical formation are being reshaped in the age of digital modernity and to assess their contributions to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). The research focuses on the ways digital platforms, algorithm-driven religious content, and emerging forms of online authority influence ethical reasoning, civic responsibility, and moral development within contemporary Muslim societies. Theoretical framework: The theoretical framework integrates classical Islamic epistemology (ʿilm, authority of the ʿulamāʾ, adab, and maqāṣid al-sharīʿah) with critical theories of power and knowledge, digital religion theory, and ethical governance frameworks. This interdisciplinary approach enables an analysis of how digital technologies mediate religious authority and ethical norms, and how these transformations intersect with global development agendas articulated in the SDGs. Literature review: The literature review covers three main bodies of scholarship: (1) classical and contemporary discussions on Islamic religious authority and ethical formation; (2) studies on digital religion, social media, and algorithmic governance; and (3) SDG-oriented research on education, institutional trust, and ethical sustainability. While existing studies acknowledge the growing influence of digital Islam, limited attention has been given to its implications for ethical development and sustainable governance from an Islamic perspective. Methods: This study adopts a qualitative research design combining discourse analysis of digital Islamic content, document analysis of policy and educational frameworks, and semi-structured interviews with Islamic scholars, educators, and Muslim youth. Data are analyzed thematically to identify patterns in the production of religious authority, ethical narratives, and their alignment with SDG-related objectives. Results: The findings reveal that digital modernity is simultaneously democratizing and fragmenting Islamic religious authority. While digital platforms expand access to religious knowledge and ethical discourse, they also challenge traditional structures of authority and risk promoting superficial or polarizing interpretations. Nevertheless, when guided by ethical frameworks grounded in maqāṣid al-sharīʿah, digital Islamic engagement has the potential to strengthen ethical education, civic responsibility, and institutional trust. Implications: The study highlights the need for ethically grounded digital Islamic education and responsible religious leadership to support sustainable development. By aligning Islamic ethical formation with SDG 4 and SDG 16, the research offers policy-relevant insights for educators, religious institutions, and development actors seeking to harness digital religion as a resource for peace, justice, and sustainable social development. Novelty: This study provides an original contribution by explicitly linking transformations in Islamic thought and religious authority under digital modernity to the Sustainable Development Goals, offering a normative and analytical framework that positions Islamic ethics as an active contributor to global development discourse.
Islamic Authority in the Digital Era: A Systematic Literature Review of the Hijrah Movement in Indonesia Alwy Ahmed Mohamed; Muh. Nur Rochim Maksum; Muhammad Ndow; Qudra Bezibweki; Abdul-Samiu Abass
Maklumat: Journal of Da'wah and Islamic Studies Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/maklumat.v4i2.110

Abstract

This study examines the transformation of Islamic authority in Indonesia in the digital era through a systematic literature review, with particular focus on the hijrah movement. The research analyzes scholarly articles, books, and academic publications discussing digital Islam, religious authority, and youth religious movements in Indonesia. The review identifies key themes, including the growing influence of the hijrah movement among urban Muslim youth, the role of digital platforms in shaping religious identity, and the shift of authority from traditional institutions such as pesantren and established ulama to social media preachers and influencers. The findings indicate that digital media has restructured religious authority, expanded access to Islamic knowledge, and transformed patterns of religious communication. However, the literature also highlights emerging challenges, including tensions between conventional and digital religious actors, the commercialization of da'wah, and the fragmentation of religious interpretations. Overall, the study concludes that Islamic authority in Indonesia has become increasingly decentralized, dynamic, and contested in the digital age.
Co-Authors Abdul-Samiu Abass Ahmad Remanda Alwy Ahmed Mohamed Alwy Ahmed Mohamed Alwy Ahmed Mohamed Mariam Elbanna Mowafg Abrahem Masuwd Muh Nur Rochim Maksum Qudra Bezibweki Qudra Bezibweki