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Contact Name
M Saleh Yahya Himni
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Jln. Pendidikan No. 1, Desa Kabar, Kecamatan Sakra, Kabupaten Lombok Timur, Provinsi NTB, 83671
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INDONESIA
Cigarskruie: Journal of Educational and Islamic Research
Published by Saniya Institute
ISSN : -     EISSN : 30258685     DOI : https://doi.org/10.65190/cigarskruie
Cigarskruie: Journal of Educational and Islamic Research publishes both general education and islamic research/studies articles in the following areas: General Education Areas are including: Basic Education Includes elementary school and junior high school, which focuses on mastery of basic abilities such as reading, writing, counting, and introducing science and social. Secondary Education Consists of high school or vocational high school, which broaden students insights in the academic and skills, in preparation for higher education or the world of work. Higher Education Includes tertiary levels such as diploma, scholars, master, and doctoral, which aims to develop knowledge and expertise more deeply and specifically. Non formal Education Including courses, training, or learning programs outside the formal school system that supports increasing the knowledge and skills of the community in various fields. Informal Education Is a learning process that takes place naturally in daily life, such as in the family and community environment. Citizenship and Character Education Aims to instill moral values, ethics, nationality, and social responsibility that are important to form active and integrity citizens. Cross Field Education Such as art education, sports, environment, technology, and digital literacy that support the development of personality and skills of 21st century. Islamic Research Studies Areas are including: A. Islamic Education 1. Curriculum and learning methods in Islamic education 2. The integration of Islamic values ​​in education 3. Development of Islamic based learning models   B. Islamic Study 1. The study of the Quran and the hadith in education 2. Jurisprudence and Ethics of Islam in Social Life 3. History and Islamic Thought   C. Technology and Innovation in Islamic Education 1. The use of technology in Islamic learning 2. Digital media in dakwah and education 3. Islamic based e learning development   D. Islamic Character and Moral Education 1. The formation of character based characters in Islamic values 2. The role of Islamic education in building morals 3. Implementation of Sufism Concepts in Education   E. Islamic Education Management and Policy 1. Management of Islamic educational institutions 2. Islamic education policies in various countries 3. Quality and accreditation of Islamic educational institutions   F. Interdisciplinary Education and Islam 1. The relationship between science, technology and Islam 2. Islamic education in a multicultural context 3. Comparison of Islamic and Secular Education Systems
Articles 12 Documents
Search results for , issue "vol. 3 no. 1 (2025): september" : 12 Documents clear
Tazkiya al-Nafs as a Moral Education in Libyan Universities: Student Attitudes toward Spiritual Practices in Islamic Studies and Sharia Programs Naser Abdulghani; Nahid Ayad; Mohieddin Masoud; Sami Barkah; Salem Aladi; Abdulghani Abouzied
Cigarskruie: Journal of Educational and Islamic Research Vol. 3 No. 1 (2025): September
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/cigarskruie.v3i1.464

Abstract

This study examines attitudes toward tazkiyah al-nafs as a form of moral education and the acceptability of spiritually related practices within Libyan higher education. To contextualise and explain survey patterns, semi-structured interviews were conducted with 25 lecturers. Quantitative results indicated strong endorsement of tazkiyah as a basis for character formation and self-control, accompanied by moderate perceptions of feasibility and a concern regarding labelling, with students preferring tazkiyah/akhlaq framing over explicitly “Sufi” labelling. The acceptability results revealed a clear incline. Acceptability results revealed a clear inclination toward educationally framed practices (intention-setting, guided reflection, virtues application, and adab-related service). Conversely, practices likely to be interpreted as public ritual or identity-marked activity (collective loud dhikr, zawiya visits) were viewed as sensitive. Interview findings suggested that acceptance is contingent upon clarity of education, voluntariness, and avoidance of contested symbolism. The study concludes that tazkiyah al-nafs, as an institutionally neutral model, offers a practical pathway for moral education within Libyan university contexts.
Lecturers’ Perceptions of Integrating Islamic Environmental Ethics into Sustainability Education Laylay Hasan; Zaynab Omar; Karima Elhaj; Abdulrauf Atia; Entisar Alatrish; Fatima Alsaeh; Mohamed Elbi
Cigarskruie: Journal of Educational and Islamic Research Vol. 3 No. 1 (2025): September
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/cigarskruie.v3i1.466

Abstract

This study examines lecturers’ perceptions of integrating Islamic environmental ethics in sustainability education in Libyan higher education institutions. Using a mixed-methods design, survey data were collected from 150 lecturers at the University of Zawia using a 21item questionnaire covering conceptual understanding, perceived importance, teaching practices, perceived outcomes, institutional support, and challenges/professional needs. Semi-structured interviews with 10 lecturers were conducted to contextualize and explain the quantitative patterns. Quantitative findings showed strong support to the conceptual coherence and importance of Islamic environmental ethics for sustainability education, with high perceived student outcomes, but only moderate levels of reported teaching practices. Institutional support received the lowest ratings and showed high variability, while professional development and time constraints emerged as notable needs. Qualitative themes indicated that lecturers commonly anchor sustainability in Islamic concepts such as khilafah (stewardship), amanah (trust), mizan (balance), and harm prevention, and report higher student engagement when sustainability is framed as moral accountability and identity-consistent learning. However, implementation was constrained by limited structured programs, scarce teaching materials, lack of locally grounded Libyan case resources, and challenges in assessing ethical learning outcomes. The study suggests implementation pathway from ethical integration to pedagogical translation and institutional enabling conditions, offering implications for curriculum design, staff development, and policy to support scalable integration in Libyan universities.

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