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Islamic Law in Plural Legal Systems and the SDGs: A Comparative Analysis of Indonesia, Bangladesh, and Kenya Alwy Ahmed Mohamed; Md. Riazul Haque; Alaa Alkhateeb
Demak Universal Journal of Islam and Sharia Vol. 3 No. 02 (2025): Demak Universal Journal of Islam and Sharia
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v3i02.412

Objective: This study aims to analyze how Islamic law is interpreted, institutionalized, and practiced in the fields of family, inheritance, and Islamic finance, as well as how these interpretations interact with national constitutions and international human rights norms. Theoretical framework: The theoretical framework of this research is based on the concept of legal pluralism, the relationship between religious law and state law, and the framework of the Sustainable Development Goals (SDGs), specifically SDG 5 (Gender Equality), SDG 10 (Reducing Inequality), and SDG 16 (Peace, Justice, and Strong Institutions). Literature review: Reviews the theory of legal pluralism, constitutional debates in multireligious postcolonial countries, and previous studies of Islamic legal practice in Indonesia, Bangladesh, and Kenya, with a focus on issues of gender, judicial consistency, and human rights. Methods: This study uses a comparative qualitative method with a doctrinal legal analysis approach, legal case evaluation, and secondary literature synthesis. Data were analyzed across jurisdictions to compare Islamic legal practices in Indonesia, Bangladesh, and Kenya. Results: The results show different models of Islamic law implementation: Indonesia combines national and regional authorities (e.g., in Aceh), Bangladesh enforces Islamic family law through civil courts, while Kenya restricts sharia to the constitutionally recognized Kadhi courts. Legal pluralism promotes cultural inclusion, but it also creates inconsistencies in the protection of gender rights and the coherence of the justice system. Implications: Affirms the importance of harmonizing religious law with the constitution to strengthen human rights, inclusive justice, and legal reform by the SDGs. Novelty: A comparative analysis of three countries with different contexts and the direct link of Islamic law to the global agenda of the SDGs, in particular, gender equality, inequality reduction, and institutional strengthening.

Halal Food Standards for Food Security and Agricultural Sustainability: A Comparative Study of East Africa and Indonesia Alwy Ahmed Mohamed; Abdulrohim E-sor; Muhammad Ndow; Qudra Bezibweki
Demak Universal Journal of Islam and Sharia Vol. 3 No. 02 (2025): Demak Universal Journal of Islam and Sharia
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/deujis.v3i02.487

Objective: With a comparative focus on East Africa and Indonesia, this study attempts to explore how halal food standards contribute to agricultural sustainability and food security. In addition to addressing consumer trust, market access, and sustainable farming practices, the study looks at how halal certification regimes affect food production, distribution, and consumption. Theoretical framework: Islamic economic ideas and food systems theory serve as the study's foundation. While Islamic halal standards place a strong emphasis on ethical food production, consumer protection, and socioeconomic justice, food systems theory offers a perspective through which to view the relationships between production, distribution, and consumption. Literature review: Prior research emphasises how halal requirements affect market access, food safety, and moral consumption. While East African nations are still in the early stages of adoption due to issues like inadequate regulatory infrastructure, lax enforcement, and poor consumer awareness, Indonesia has gained widespread recognition for its extensive halal certification framework. Methods: This study uses a qualitative comparative methodology, examining institutional practices, policy documents, and sociocultural contexts in Indonesia and East Africa. In order to evaluate the efficacy and effects of halal standards on food security and agricultural sustainability. Results: The results show that Indonesia has constructed a strong halal certification system that guarantees food quality, helps smallholder farmers, and fosters international trade. East African nations, on the other hand, are still in the early phases of creating halal frameworks and are facing obstacles like insufficient regulatory monitoring, low consumer awareness, and shoddy enforcement procedures. Implications: The report emphasises how crucial it is to match halal certification with consumer protection, regional trade integration, and sustainable farming methods. In addition to easing access to expanding international halal markets, policymakers and industry stakeholders can use halal standards to benefit smallholder farmers, advance ethical food production, and improve food security. Novelty: This study's innovation is its comparative cross-regional analysis, which shows how halal food standards can be used as a tool for economic integration, sustainable agriculture, and food security in a variety of socioeconomic contexts.

Promoting Justice and Peace Through Islamic Education: Comparative Insights from Interfaith Engagements in Kenya and Indonesia Alwy Ahmed Mohamed; Muhammad K. Ridwan
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 02 (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.v3i2.409

Objective: This study investigates the role of Islamic values in shaping interreligious relations within pluralistic societies, focusing on Kenya and Indonesia as comparative case studies. The objective is to analyse how Islamic teachings, particularly the principles of taʿāyush (coexistence), raḥma (compassion), and ʿadl (justice), inform Muslim engagement with non-Muslim communities in diverse socio-political contexts. Theoretical framework: The theoretical framework draws upon Qur’anic ethics and the Prophetic tradition as models for peaceful coexistence, contextualized within the broader discourse of religious pluralism and interfaith dialogue. Literature review: Prior studies on Islamic education and interfaith relations emphasize ethical principles like ʿadl, raḥma, and taʿāyush in conflict resolution. However, few compare regional approaches. This study fills that gap by analyzing Islamic peacebuilding practices across Kenya and Indonesia within the framework of the SDGs and religious pluralism. Method: Methodologically, this research employs a qualitative, comparative case study approach, integrating historical analysis, textual interpretation, and contemporary field data from both countries. Results: Findings reveal that Islamic traditions in both Kenya and Indonesia offer rich resources for fostering social cohesion and resisting sectarianism. Kenyan Muslim initiatives emphasize grassroots reconciliation in post-conflict zones, while Indonesian Islamic movements focus on institutional interfaith collaboration and education. These responses align with global peacebuilding frameworks, contributing to the realization of Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions) and SDG 17 (Partnerships for the Goals). Implications: The study’s implications highlight the potential of Islamic interfaith engagement to mitigate religious tensions and promote inclusive governance. Novelty: Its novelty lies in the cross-regional comparison of Islamic interfaith strategies and its grounding in both classical Islamic sources and contemporary global development agendas. The research offers a nuanced, actionable model for faith-based peacebuilding in multicultural contexts.

Negotiating Muslim Youth Identity in Southeast Asia: Psychosocial and Islamic Educational Perspectives Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudulhassan; Mariam Elbanna
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 02 (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.v3i2.410

Objective: This study explores the identity crisis among Southeast Asian youth shaped by political instability, cultural pluralism, modernization, and colonial legacies. It examines how Islamic ethics, psychosocial theory, and critical pedagogy can support resilient identity formation. Theoretical framework: Grounded in Erikson’s psychosocial theory, Giroux’s critical pedagogy, and Islamic concepts of selfhood (nafs), moral growth (tazkiyah), and communal belonging (ummah), this research offers a holistic lens on identity construction. Literature review: Existing studies overlook the integration of Islamic thought with Western developmental and pedagogical models in Southeast Asia. Although Islamic schools influence youth identity, their deeper psychosocial and moral roles remain underexplored in Indonesia, Malaysia, and Southern Thailand. Method: Using a qualitative, interdisciplinary approach, the study draws from ethnographic case studies, visual data, and interviews. Islamic doctrinal analysis is applied to assess faith-based coping mechanisms and moral development. Results: Identity is shown to be a dynamic, negotiated process. Islamic institutions provide moral clarity and psychological support, while the proposed Dual-Intervention Model, blending critical pedagogy with spiritual introspection, enhances youth resilience and ethical grounding. Implications: The findings inform educators and policymakers seeking to align Islamic education with psychosocial development. The model offers a culturally rooted, interdisciplinary solution to youth identity fragmentation in postcolonial contexts. Novelty: This study introduces a dual-theoretical framework that fuses Islamic ethics with psychosocial and pedagogical theory to build a context-specific approach to identity formation.

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. 02 (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

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.

Equality in Islam: Prophetic Traditions, Islamic Educational Perspectives, and Multicultural Democracy in Southeast Asia Alwy Ahmed Mohamed; Muhammad K. Ridwan; Qudra Bezibweki; Muthoifin
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 02 (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.v3i2.486

Objective: Examining the conflict between traditional interpretations and modern readings, this study explores how Islamic doctrines and prophetic traditions influence Southeast Asian Muslim communities' conceptions of equality. The goal is to examine how social, economic, and gender equality are framed in pluralistic cultural contexts using Hadith and Qur'anic teaching. Theoretical framework: The study is grounded in Islamic jurisprudence, ethics, and social theory, exploring how classical sources interact with modern interpretations to inform notions of justice, human dignity, and communal harmony. The framework situates these interpretations within ongoing debates about tradition, reform, and socio-religious adaptation in Southeast Asia. Literature review: While modern scholarship increasingly focuses on gender justice, economic justice, and interreligious tolerance, earlier research emphasizes the emphasis of ancient Islamic scriptures on spiritual and community equality. This study fills a gap in the literature by combining field observations and textual analysis in a Southeast Asian environment. Method: This study employs a qualitative, field-based methodology that combines interviews with Islamic scholars, educators, and community leaders with observations made in madrasahs, pesantrens, and places of worship. Results: The results show that Muslims in Southeast Asia are actively discussing what equality means, striking a balance between modern social realities and devotion to traditional prophetic traditions. While traditional readings continue to influence cultural and spiritual standards, contemporary reinterpretations highlight gender justice, economic parity, and interreligious tolerance as key topics. Implications: In order to promote more inclusive and egalitarian Muslim societies, the study emphasizes the possibilities of fusing classic Islamic sources with contemporary social imperatives. The findings of this study can help religious leaders, educators, and legislators advance social justice and human dignity. Novelty: The comparative, field-based methodology of the study, which combines Hadith analysis, Islamic theory, and empirical observations in Southeast Asia, is innovative. It offers a practical framework for comprehending equality in modern Muslim situations.

Islamic Education and Freirean Critical Pedagogy: Reconstructing Justice and Liberation in Multicultural Contexts Alwy Ahmed Mohamed; Aya Ragab
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 03 (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.v3i03.509

Objective: This study seeks to examine how Paulo Freire’s theory of critical pedagogy can be reinterpreted through the lens of Islamic educational philosophy in order to promote justice, emancipation, and transformative learning in modern education. Specifically, it explores the alignment between Freirean concepts of dialogue, conscientization, and the rejection of the “banking model” of education and key Islamic educational values such as tarbiyah, ‘adl, and shura. Theoretical framework: The study is grounded in Paulo Freire’s critical pedagogy and Islamic educational philosophy. Freire’s framework emphasizes education as a practice of freedom aimed at raising critical consciousness and challenging oppression, while Islamic educational philosophy stresses moral formation, social justice, community responsibility, and spiritual development. Literature review: Existing scholarship on critical pedagogy highlights Freire’s influence on emancipatory education, social justice, and resistance to hegemonic power structures. Meanwhile, literature on Islamic education emphasizes holistic human development, ethical responsibility, and communal well-being. Method: This study employs a qualitative methodology based on literature review and textual analysis. Key writings by Paulo Freire are compared with classical and contemporary Islamic educational texts to identify convergences and divergences in their philosophical foundations, pedagogical aims, and approaches to justice and emancipation. Results: The findings indicate that Islamic educational philosophy offers a liberatory framework that complements and deepens Freire’s critical pedagogy. Islamic concepts provide a spiritual and ethical foundation that reinforces Freire’s emphasis on dialogue, critical awareness, and social transformation, while also addressing moral formation and communal responsibility. Implications: The study underscores the potential of integrating Islamic educational philosophy with Freirean pedagogy to enhance critical consciousness, promote justice, and foster community empowerment. Such integration can support educators in developing transformative educational practices rooted in ethics, spirituality, and social responsibility. Novelty: The novelty of this study lies in its interdisciplinary synthesis of critical pedagogy and Islamic educational philosophy, offering an alternative model of transformative education that unites emancipation, ethical grounding, and collective empowerment.

Teacher Professional Ethics and Codes of Conduct in Advancing Quality Education (SDG 4): A Comparative Study of Kenya and Indonesia. Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudul Hassan; Muhammad Rehan Sabir
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.112

This study looks at how teacher codes of conduct and professional ethics support high-quality education in Kenya and Indonesia that is in line with Sustainable Development Goal 4 (SDG 4). The study examines how institutional policies, cultural elements, and formal ethical frameworks affect teacher professionalism and student learning results in the two nations through a comparative analysis. According to the findings, Kenya uses a formal regulatory approach to improve accountability and discipline. The Teachers Service Commission enforces stringent codes of conduct that are backed by performance evaluation mechanisms. On the other hand, Indonesia places a strong emphasis on moral principles and professional ethics that are ingrained in educational institutions and social standards. Initiatives to help people internalise ethical behaviour include teacher training and fellowship programs. Despite their different enforcement strategies, both nations face issues such as uneven application, limited opportunities for professional growth, and cultural influences on moral behaviour. The study comes to the conclusion that enhancing teacher professionalism and promoting high-quality education in a variety of sociocultural contexts requires combining regulatory measures with continuing ethical education and leadership development.

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