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Engkizar
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engkizar@iisdrc.org
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muaddib@iisdrc.org
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International Islamic Studies Development and Research Center (IISDRC) Jl. Enggang III No.1a, Komplek Perumahan Permata Putih Parupuk Tabing Kota Padang, Sumatera Barat. Zipcode 25171. Phone/fax: +6282171342649
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Muaddib: Journal of Islamic Teaching and Learning
Published by International Islamic Studies Development and Research Center
ISSN : -     EISSN : 3109046X     DOI : -
Core Subject :
Muaddib: Journal of Islamic Teaching and Learning is an international journal published by International Islamic Studies Development and Research Center (IISDRC), Indonesia. This journal discusses and raises various issues related to Islamic education both theoretically and practically, while also raises the issue of research in Islamic education such as: technology, curriculum, media and learning model, instruments for evaluation in Islamic education, learning development for Islamic education, and action researches. Articles will be published if they were scientifically valuables, providing new knowledge and useful for the community of Islamic education. This journal is published two a year, published in March, July and November. We were inviting scientists, researchers and professionals in the subject of Islamic education to submit their papers in our journal. Muaddib: Journal of Islamic Teaching and Learning, is currently indexed on Google Scholar, Moraref, Garuda, Crossref, Dimensions, Copernicus, and other indexing agencies.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2025): November" : 5 Documents clear
The Concept and Practice of Balanced Human Education in Ibnu Miskawaih: An Analysis Nurul Hafizah; Shahilla Nur Fadhila; Muhamad Yahya; Muhammad Faiz; Sasmi Nelwati
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

The global phenomenon of moral degradation underscores the urgency of moral education as the foundation for shaping Muslim personality. In this context, Ibnu Miskawaih’s thought on tazkiyat al-nafs and ethics in his classical work Tahdzib al-Akhlak is highly relevant for Islamic character education in the modern era. Using a qualitative descriptive-analytical approach with content analysis, this study examines Tahdzib al-Akhlak as the primary source and compares it with contemporary literature. The results reveal four findings: first, Ibnu Miskawaih’s concept of soul balance nafs (desire), ‘aql (reason), and ghadab (anger) forms a systematic framework for cultivating virtues such as wisdom, courage, temperance, and justice. Second, this framework remains relevant in addressing extremism, hedonism, and moral decline, offering a middle path consistent with Quranic moderation and modern character education theories. Third, the concept has practical implications for curriculum and pedagogy, encouraging holistic education that integrates intellectual, emotional, and spiritual growth with teachers as role models. Fourth, Ibnu Miskawaih’s philosophy contributes to global moral discourse by providing a classical yet adaptable model for building ethical, inclusive, and sustainable societies. The novelty lies in reconstructing his thought as a practical educational model bridging classical Islamic wisdom with contemporary pedagogical needs.
Analysis of Parental Involvement in Achieving Sustainable Development Goals (SDGs) 4 Nor-Hayna Dasad Tadol; Chuti Neem; Gifa Oktavia; Afifah Febriani
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

Parental involvement in children's education is key to determining children's readiness for education and supporting their academic success. This study aims to analyze the forms of parental involvement in achieving Sustainable Development Goals (SDGs) 4. This study uses a qualitative method with a case study approach. The data sources were obtained from in-depth interviews with ten informants consisting of parents. All interview results were analyzed using Milles Huberman. Based on the results of the data analysis, the author found seven research results related to parental involvement in achieving Sustainable Development Goals (SDGs) 4. The seven research findings are: i) establishing closeness with children, ii) providing learning facilities for children, iii) monitoring children's development, iv) managing study schedules, v) collaborating with teachers, vi) supervising and assisting children's learning activities, and vii) providing rewards. These seven forms of parental involvement in children's education can be used as a reference for all parents in welcoming a bright future for their children in order to achieve Sustainable Development Goals (SDGs) 4 namely quality education in Indonesia.
Six Academic Attitudes of Muslim Scholars Toward Knowledge Sources in the Digital Era Fardu Hasan; Tomikal Tomikal; Mustamin Gilling
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

In the early period of Islam, knowledge sources were centralized in the Quran and the Prophet Muhammad (peace be upon him). Over time, these sources expanded into diverse forms, and in the contemporary digital era, knowledge acquisition is heavily influenced by technology-based information. The challenge lies in the fact that digital sources cannot be fully trusted in the same way as the Quran and Sunnah. This article aims to analyze the appropriate attitudes of Muslim academics in filtering and utilizing knowledge sources in the digital age. A qualitative content analysis approach was employed, drawing on Quranic verses, Hadith, theoretical frameworks, expert opinions, and peer-reviewed articles indexed globally. Data were thematically analyzed using Nvivo 12 with Miles and Huberman’s interactive technique. The findings reveal six essential attitudes for Muslim academics: i) critical and selective thinking, ii) adherence to Islamic ethics, iii) effective use of technology as a medium of knowledge, iv) preservation of academic integrity, v) wise management of time and information consumption, and vi) orientation toward the advancement of the ummah. These attitudes serve as a reference framework and ethical guideline for Muslim academics to intelligently filter digital information. The study contributes to the discourse on Islamic academic ethics in the digital era and provides a foundation for future research in broader contexts.
Students’ Pursuit of Knowledge in Islam: Framework for Character Education from Quran and Hadith Nuha Sufina Binti Saidi; Mutathahirin Mutathahirin; Nur Akashah Binti Zulkefli; Dasrizal Dasrizal
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

Seeking knowledge is a fundamental obligation in Islam that encompasses intellectual, moral, and spiritual dimensions, positioning learning as both an educational process and an act of worship. This study aims to analyze the concept and practice of students’ pursuit of knowledge in Islam and to construct an Islamic educational framework for character formation. Using a qualitative approach with the living Quran and Hadith method, data were drawn from the Quran, Hadith, scholarly interpretations, expert opinions, and previous studies published in reputable international journals. Thematic analysis was conducted through Miles and Huberman’s interactive technique to identify recurring patterns and values. The findings reveal six essential concepts and practices for students in seeking knowledge: sincere intention for Allah, ethics toward teachers, diligence and perseverance, reliance on Allah, avoidance of sinful acts, and supplication. These elements highlight the integration of spirituality, ethics, and discipline in Islamic pedagogy. The study concludes that these six principles provide a practical framework for Islamic character education, offering guidance for educators and institutions to cultivate students with noble character and integrity in diverse educational contexts.
Interreligious Coexistence in Islam: Implications for Islamic Education and the Achievement of SDGs Gulzhaina K. Kassymova; Engkizar Engkizar; Mustafa Tevfik Hebebci; Yerassyl K. Talgatov
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

The practice of interreligious coexistence in Islam holds significant relevance for Islamic education, particularly in shaping tolerant, just, and inclusive character within multicultural societies. Islam, as a religion that emphasizes peace and justice, provides a normative foundation for curriculum development and educational practices that encourage learners to respect differences, build harmonious relations with adherents of other faiths, and understand the rights and obligations among religious communities. This study aims to analyze the practice of interreligious life from an Islamic perspective with a focus on its implications for Islamic education. Employing a qualitative approach, data were collected from 20 informants consisting of academics, education practitioners, and community leaders through in-depth interviews. The data were analyzed thematically using NVivo 12 software to identify key patterns and themes. The findings reveal four major aspects: respect for each religion’s principles, universal justice without discrimination, inclusive social relations between Muslims and non-Muslims, and equality of rights and obligations among religious groups. The implications highlight that Islamic values can serve as a normative framework for strengthening multicultural-based Islamic education and fostering tolerance, while simultaneously contributing to the achievement of the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), reduced inequalities (SDG 10), peace and justice (SDG 16), and global partnerships (SDG 17).

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