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All Journal COMPETITIVE: Journal of Education Solo Universal Journal of Islamic Education and Multiculturalism Solo International Collaboration and Publication of Social Sciences and Humanities Amandemen: Journal of Learning, Teaching and Educational Studies Indonesian Tourism Journal Journal of Early Childhood Education Perspectives (JECEP)
Muhammad Rehan Sabir
Government College University Faisalabad
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences Other

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Early Childhood Teachers' Attitudes Toward Gender-Neutral Pedagogical Practices: Insights from Indonesia and Pakistan Muhammad Rehan Sabir; Dewi Candraningrum
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v2i1.206

Abstract

This exploratory cross-sectional, cross-national study examined early childhood teachers' attitudes toward gender-neutral pedagogical practices in Indonesia and Pakistan. Structured interviews were conducted with 80 teachers (40 per country) working with children aged 3–6 years. Participants were recruited through purposive sampling from urban early childhood education centers. Attitudes toward gender-neutral pedagogical practices were operationalized across four dimensions: gender-inclusive language, mixed-gender participation, non-stereotyped learning materials, and balanced behavioral expectations. Data were analyzed using descriptive statistics, independent-samples t-tests, and multiple regression analyses. Indonesian teachers reported higher attitude scores across all dimensions, with moderate to very large effect sizes (Cohen’s d = 0.45–1.10). Educational attainment (β = .28) and participation in professional development (β = .31) were positively associated with teachers’ attitudes. The model explained 42% of the variance in attitudes (R² = .42, adjusted R² = .39). The findings indicate that higher formal qualifications and participation in professional development are associated with more favorable attitudes toward non-stereotyped classroom practices within the sampled early childhood settings.
The Intimate Archive: Gender, Memory, and Agency in Partition Narratives Mahnoor Fatima; Muhammad Bilal Sarfraz; Muhammad Rehan Sabir; Alwy Ahmed Mohamed
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.545

Abstract

Objective: This study aims to criticize the historical narrative of the 1947 Partition of India that focuses too much on political and state aspects and ignores women's personal experiences. In addition, the concept of intimate archive was introduced to understand how women build meaning in life after violence. Theoretical framework: Approaches used include Feminist Historiography, Trauma Theory, and Critical Archive Studies to show that archives and testimonies are not objective, but rather the result of constructions influenced by power relations and individual experiences. Literature review: Previous literature has tended to focus on macro aspects such as politics and conflict. Instead, this study highlights the work of Saadat Hasan Manto and Amrita Pritam as well as feminist oral histories that describe women's experiences in a more personal and profound way. Methods: The method used is qualitative through close reading of literary works and oral history analysis to explore hidden meanings in women's experiences. Results: Three forms of intimate archive were found, namely meaning in objects, memories in the body, and the use of silence as a strategy. These findings show that women have an active role in shaping identity and meaning in life. Implications: The findings of the study expand the perspective of archives, not only as official data but also as representations of personal experiences. The concept of an intimate archive can also be applied to other studies that address marginalized experiences. Novelty: Novelty lies in the concept of an intimate archive that views testimony as an active process in building meaning, not just a record of experience.
Whose Culture Is Marketed? Gendered Narratives in Heritage Tourism Promotion in the Borobudur–Prambanan Cultural Region, Indonesia Muhammad Rehan Sabir; Dewi Candraningrum; Saima Tahir; Alaa Alkhateeb
Indonesian Tourism Journal Vol. 3 No. 1 (2026): May, 2026
Publisher : CV. Austronesia Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69812/itj.v3i1.260

Abstract

This study examines how official heritage tourism promotion constructs gendered cultural narratives within the Borobudur–Prambanan cultural region. Heritage tourism promotion is not treated merely as destination marketing, but as a representational arena where cultural identity, historical authority, authenticity, and social visibility are selectively produced. Using a qualitative interpretive design and Critical Discourse Analysis, the study analyzes 87 text–image units from state-linked tourism platforms, including Borobudur, Prambanan, Ramayana Ballet, and Central Java tourism materials. The analysis focuses on seven categories: visibility and invisibility, gender roles, narrative voice, descriptive language, symbolic positioning, agency versus passivity, and cultural authority. The findings reveal that women are frequently visible in promotional images as dancers, artisans, performers, and symbolic markers of tradition, yet their visibility rarely translates into narrative authority. Men, by contrast, are more often associated with historical explanation, institutional voice, ritual legitimacy, and interpretive knowledge. Female-coded cultural practices are commonly commodified through aesthetic spectacle, costume, bodily performance, and emotional atmosphere, while male-coded heritage elements retain intellectual, historical, and spiritual prestige. The study concludes that official heritage tourism promotion reproduces a gendered hierarchy of cultural representation by separating visual presence from cultural authority. More equitable promotional practice requires naming female cultural practitioners, recognizing their knowledge, and presenting women not only as cultural symbols but also as interpreters, transmitters, and authoritative subjects of heritage. This finding highlights the need for heritage tourism institutions to develop more inclusive promotional narratives that acknowledge women’s cultural agency, expertise, and authority in sustaining living heritage traditions.
Balancing Tradition and Innovation: Curriculum Integration, Digital Competence, and Islamic Identity in Indonesian Pesantren Muhammad Rehan Sabir; Abdam Yusif; Alwy Ahmed Mohamed
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 4 No. 01 (2026): 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.v4i01.579

Abstract

Objective: This study aims to analyze how Islamic boarding schools (pesantren) in Indonesia formulate and implement strategies for integrating curriculum reform, digital competence, and Islamic identity in response to contemporary educational modernization. Theoretical framework: The study is grounded in Homi Bhabha’s Cultural Hybridization Theory, which explains the negotiation between tradition and modernity, and the Technological Pedagogical Content Knowledge (TPACK) Framework, which emphasizes the effective integration of technology, pedagogy, and content knowledge in educational practice. Literature review: The literature review highlights ongoing debates concerning pesantren modernization, curriculum integration, digital transformation, state educational policies, and the preservation of Islamic authenticity. Methods: This research employs a qualitative case study approach involving three pesantren in Java representing urban, semi-urban, and rural contexts. Data were collected through semi-structured interviews with kyai, teachers, and students, classroom observations, document analysis, and triangulated qualitative coding using NVivo. Results: The findings reveal three distinct modernization patterns: full integration, hybrid integration, and traditional resistance. Urban pesantren demonstrate successful incorporation of STEM, ICT, and digital learning platforms while maintaining religious commitments. Semi-urban pesantren adopt selective hybrid models, whereas rural pesantren tend to resist technological integration due to concerns regarding cultural and spiritual erosion. Leadership orientation, institutional readiness, teacher competence, and infrastructure availability emerge as critical factors influencing modernization outcomes. Implications: The implications suggest that modernization and Islamic authenticity are not mutually exclusive but can be harmonized through balanced educational reform, adaptive leadership, and context-sensitive policies. Novelty: The novelty of this study lies in proposing an integrative strategic model that simultaneously combines curriculum integration, digital competence, and Islamic identity within a single analytical framework, offering a practical pathway for sustainable pesantren modernization while preserving religious and cultural values.
Evaluating Vygotsky-Based Professional Development Models for Islamic Educators Alwy Ahmed Mohamed; Maisuna Mustapha Yahya; Muhammad Rehan Sabir
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.114

Abstract

In light of current pedagogical and technical problems, this study tackles the growing demand for effective teacher professional development (PD) models in Islamic education. Even while teachers have a crucial role as murabbi in influencing students' intellectual, moral, and spiritual growth, many professional development programs in Islamic institutions are still content-focused and lack a solid theoretical foundation. By analyzing the applicability and efficacy of Vygotsky's social constructivist theory as a framework for teacher professional development in Islamic education, this research aims to close this gap. The study aims to evaluate how Islamic educators' pedagogical competence and reflective practice can be enhanced through Vygotsky-based professional development models, specifically focusing on the concepts of the Zone of Proximal Development, scaffolding, and social interaction. The study employs a qualitative and conceptual research approach, including thematic analysis of pedagogical practices, as well as document analysis of current professional development programs, relevant literature, and Islamic educational sources. The results show that Vygotsky-based PD models are very compatible with Islamic educational ideas, including dialogic instruction, tarbiyah gradualiyyah, and collaborative learning (halaqah). These models support learner-centered teaching methods, professional collaboration, and enhanced instructional methodologies. The conversation emphasizes how incorporating social constructivist theory into Islamic teacher preparation promotes comprehensive education based on moral and spiritual principles while also enhancing pedagogical efficacy. The study comes to the conclusion that a workable and contextually appropriate framework for improving teacher preparation in Islamic education is provided by Vygotsky-based professional development.
Decolonising the Origins of the University: Fatima al-Fihri and the Islamic Foundations of Higher Education Alwy Ahmed Mohamed; Zakki Afifi; Muhammad Rehan Sabir; Muhammad Ndow; Qudra Bezibweki; Abdul-Samiu Abass
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.240

Abstract

The legacy of Fatima al-Fihri and the founding of the University of al-Qarawiyyin in Fez, Morocco, in 859 CE are the main topics of this work, which uses a decolonial perspective to investigate the historical underpinnings of higher education. This research contends that the fundamental frameworks of higher education were established within the early Islamic civilisation centuries earlier, despite prevailing historical narratives that frequently ascribe the origins of the modern university to medieval European institutions. The socio-religious, intellectual, and economic circumstances that made it possible for Al-Qarawiyyin to become a hub of higher education are examined in this study using historical-analytical methods and qualitative library research. The study also examines Al-Qarawiyyin's institutional elements, such as its curriculum, teaching strategies, ijazah certification system, and waqf-based financing structure, to determine how well they align with the fundamentals of the contemporary university model. The study questions dominant Eurocentric and gender-exclusionary narratives in the history of education worldwide by emphasising Fatima al-Fihri's role as founder. It shows that women in early Islamic civilisation were institutional architects of knowledge creation as well as intellectual participants. In the end, by reaffirming the contributions of Islamic civilisation to university formation, this study supports continued initiatives to decolonise the historiography of higher education. It makes the case that creating a more inclusive and truthful global history of education requires acknowledging Al-Qarawiyyin's fundamental importance.
Co-Authors Abdam Yusif Abdul-Samiu Abass Alaa Alkhateeb Alwy Ahmed Mohamed Alwy Ahmed Mohamed Alwy Ahmed Mohamed Alwy Ahmed Mohamed Dewi Candraningrum Mahnoor Fatima Maisuna Mustapha Yahya Muhammad Bilal Sarfraz Muhammad Ndow Qudra Bezibweki Saima Tahir Zakki Afifi