Learning Justice Through Practice: Narrative Accounts of Applied Faraidh Education and Islamic Inheritance Literacy Development Among Muslim Communities in Multicultural Jayapura City

Hendra Yulia Rahman (Institut Agama Islam Negeri Fattahul Muluk Papua)
Faisal Faisal (Institut Agama Islam Negeri Fattahul Muluk Papua)
Vita Adhiana Suriano Koedoes (Yowari Regional General Hospital (RSUD Yowari))
Susi Ani Nuzum Nikmah (Institut Agama Islam Negeri Fattahul Muluk Papua)
Abdelhameed Mohammed Al-Badrawy Al Ramzy (Al-Azhar University)
Muhammad Faizur Rahman (Al-Azhar University)

International Journal of Educational Narratives
Vol. 4 No. 4 (2026)

Background. Islamic inheritance literacy remains limited among Muslim communities in multicultural settings, contributing to misconceptions about faraidh, the persistence of customary inheritance practices, and the potential for family disputes. Purpose. This study aims to explore how applied faraidh education promotes Islamic inheritance literacy through practice-based learning and participatory educational experiences among Muslim communities in Jayapura City, Papua. Method. This study employed a qualitative community engagement approach using narrative inquiry to capture participants’ learning experiences throughout the educational program. Data were collected through in-depth interviews, participant observation, participatory discussions, educational workshops, and inheritance simulation exercises involving religious leaders, administrators of Islamic study groups, officials from the Office of Religious Affairs (KUA), and members of the Muslim community in Jayapura City. The data were analyzed thematically to identify patterns of learning, legal understanding, and perceived changes in inheritance literacy. Results. The findings demonstrate that applied faraidh education significantly enhanced participants’ understanding of Islamic inheritance principles, inheritance calculations, and the concept of distributive justice. Practical learning strategies including inheritance tables, family case simulations, and collaborative discussions enabled participants to transform abstract legal concepts into practical knowledge applicable to family life. Participants also reported greater confidence in resolving inheritance issues according to Islamic law while appreciating its role in strengthening family harmony and preventing potential conflicts within a multicultural society. Conclusion. This study concludes that learning justice through practice provides an effective community-based model for developing Islamic inheritance literacy. Beyond improving legal understanding, the educational approach fosters social awareness, strengthens confidence in applying Islamic inheritance law, and offers an innovative framework for community-based Islamic legal education in multicultural contexts.