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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Solo Universal Journal of Islamic Education and Multiculturalism Solo International Collaboration and Publication of Social Sciences and Humanities
Aya Ragab
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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

Abstract

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.
The Role of Islamic Education in Fostering Tolerance and Diversity in Indonesia’s Pluralistic Society Abderaman Hassane, Mahmoud; Aya Ragab; Erkinov Farrukh
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.v3i03.550

Abstract

Objective: This study examines the role of Islamic education in fostering tolerance and diversity in Indonesia’s pluralistic society. It focuses on how Islamic educational practices promote mutual respect, inclusivity, and peaceful coexistence across diverse cultural, ethnic, and religious backgrounds. Theoretical framework: The study is grounded in Islamic educational philosophy and Multicultural Education. Islamic education emphasizes moral values, social harmony, and the principle of rahmatan lil ‘alamin (mercy to all creation), while multicultural education promotes inclusivity, respect for diversity, and intercultural understanding. Literature review: Existing scholarship on Islamic education highlights its role in character formation, ethical development, and community cohesion. Meanwhile, studies on Multicultural Education emphasize the importance of inclusive curricula and pedagogies in fostering tolerance and addressing diversity in pluralistic societies. Method: This study employs a qualitative approach, with data collected through interviews, classroom observations, and document analysis in selected formal institutions such as schools and pesantren, as well as non-formal community-based learning environments. Results: The findings reveal that Islamic education significantly contributes to the development of tolerant attitudes when it integrates multicultural perspectives, emphasizes ethical teachings such as rahmatan lil ‘alamin, and adopts participatory and dialogical pedagogies. However, challenges persist, including rigid curricula, limited teacher training in multicultural education, and the presence of exclusive interpretations of religious texts. Implications: The study suggests that strengthening Islamic education through inclusive curricula, teacher capacity building, and contextualized learning approaches can enhance its role in nurturing unity in diversity. It underscores the need for educational reforms that align religious teachings with contemporary societal demands. Novelty: This study offers a contextual analysis of Islamic education in Indonesia by integrating Multicultural Education principles, highlighting its potential as a transformative tool for promoting tolerance and diversity in a pluralistic society.
Enhancing Fourth-Grade Students’ Dance Skills through Kabela Traditional Dance Using Audiovisual Media Kono, Putri Cintia; Pulukadang, Wiwy Triyanty; Pulukadang, Mimy Astuty; Aya Ragab
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 01 (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.v4i01.492

Abstract

Objective:  This research aimed to improve fourth-grade students' ability to perform the traditional Kabela dance at SD Laboratorium Universitas Negeri Gorontalo using audio-visual media. Theoretical framework: The study is based on multimodal learning, particularly multimedia learning theory, which suggests that combining visual and auditory elements enhances understanding and coordination, especially in kinesthetic activities like dance. Literature review:  Previous studies highlight the effectiveness of audio-visual media in teaching dance by providing clear visual models, improving movement replication, and fostering engagement. It also emphasizes the importance of cultural competence in dance education. Methods: A classroom action research design was employed with two cycles, each consisting of two meetings. Data were collected through observations, performance tests, and documentation, assessing students' skills in movement, rhythm, and expression. Results: The results revealed a significant improvement in students’ performance in the Kabela dance after the implementation of audio-visual media. In the first cycle, only 8 students (44%) achieved satisfactory performance. However, in the second cycle, 16 students (89%) demonstrated mastery of the dance movements. The use of audio-visual media was shown to be an effective tool in enhancing students' understanding, coordination, and expression in performing the Kabela dance. Implications: The study suggests that audio-visual media is an effective tool for teaching traditional dance and improving students' cultural and artistic competence, especially in Seni Budaya dan Prakarya (SBDP) subjects. Novelty: This research introduces the use of audio-visual media to teach the Kabela dance, showing its potential to enhance dance learning outcomes and cultural appreciation in primary education.
Co-Authors Abderaman Hassane, Mahmoud Alwy Ahmed Mohamed Erkinov Farrukh Kono, Putri Cintia Mimy Astuty Pulukadang Wiwy Triyanty Pulukadang