Muslim Education Research Articles

Role of Magnetic Resonance Imaging (MRI) in the Diagnosis of Rotator Cuff Injuries and Correlation With Arthroscopy Findings.

The prevalent cause of shoulder pain is rotator cuff tears (RCT), which induce profound discomfort and morbidity. Hence, their detection and appropriate management become important to alleviate morbidity and enhance quality of life. Imaging has an important role in the diagnosis of such patients to guide for further management. A wide array of radiological approaches has been explored for the detection of RCT. The study aimed to assess the sensitivity (SN) and specificity (SP) of regular magnetic resonance imaging (MRI) in the diagnosis and characterization of RCT and furthermore to link the results of MRI with the arthroscopy findings. The limitations and pitfalls if any with MRI patients presenting were also addressed. The study was a diagnostic evaluation study conducted at the Department of Radiodiagnosis, Muslim Educational Society (MES) Medical College,Perinthalmanna, India, among individuals with RCT between December 1, 2015, and May 31, 2017. Patients who were referred for MRI and then taken up for arthroscopy were included. The findings for each tendon of rotator cuff on MRI were contrasted with that of arthroscopy, and the percentage of agreement was calculated. Additional findings relevant to the study were also noted. SN, SP, positive predictive value (PPV), and negative predictive value (NPV) of MRI were determined by taking arthroscopic findings as the gold standard. The study was comprised of 36 patients assessed using MRI and arthroscopy for RCT. The study participants ranged in age from 31 to 70 years, with a mean of 52.69±8.86 years. The majority of the patients (69.4%) were between the ages of 41 and 60 years. MRI had 100% SN and SP for full-thickness supraspinatus (SS) tear, 50% SN and 100% SP for partial-thickness SS tear, 100% SN and 80% SP for full-thickness infraspinatus (IS) tear, 75% SN and 80% SP for partial-thickness IS tear, and 95% SN and 86.6% SP for subscapularis (SC) tear. The MRI RCT investigation had a high SN, SP, and PPV compared to arthroscopy. The most frequently involved tendon reported in the present study was SS (n=35; 97.22%) followed by IS (n=32; 88.88%) and SC (n=22; 61.11%). The teres minor tendon was least commonly affected (n=0).Moreover, 61.11% (n=22) of the patients had joint effusion, 41.66% (n=15) had subacromial-subdeltoid bursal effusion, and 27.77% (n=10) had subcoracoid effusion, suggesting that RCT include joint effusion or bursal fluid. Acromioclavicular (AC) joint hypertrophy was found in 53% (n=19) of the patients, and 90% (n=17) were over 45 years old, indicating an association between age, AC joint hypertrophy, and RCT. Therefore, MRI has a good SN and SP for detecting various RCT. Therefore, it could be used to investigate a suspected RCT and should be considered a near-reference standard to arthroscopy for RCT diagnosis.

Development of Android-Based 3D Building Augmented Reality Application at Jogja Student Islamic Boarding School 2

Islamic boarding schools are pivotal in providing religious education for Muslims in Indonesia. Despite their widespread presence, detailed knowledge about these institutions, particularly their architectural design, remains limited. Prospective students and the public often rely on internet images for information, leading to a partial understanding of the physical structure of these schools. This study introduces an innovative solution through the development of an Augmented Reality (AR) mobile application specifically designed for the Jogja 2 Islamic Boarding School. Augmented Reality technology effectively integrates 2D and 3D virtual objects into a real-world environment, offering an immersive, real-time experience. By utilizing the waterfall methodology in its development, this application aims to provide an in-depth, three-dimensional exploration of the Jogja 2 boarding school's infrastructure. This tool is intended to assist potential students and interested individuals in gaining a comprehensive understanding of the school's architectural layout and design dynamically and interactively.

Hasan ‘Ata Gabashi and his contribution to public space and the development of sciences (to the 160th anniversary of the Tatar scholar)

The article is dedicated to the memory of Hassan ‘Ata Gabashi, a famous Tatar scientist and public figure, teacher and historian, theologian and Turkologist. Muslims of the Ufa province nominated Gabashi to the State Duma of the 4th convocation, this fact shows him as a national leader. At the same time, he left a rich legacy through which we see him as a widely educated and deeply thinking person, open to new trends and ideas. Having received a traditional Muslim education in the so-called "old method" madrasah "Ghaffariyya", Gabashi was constantly engaged in self-education. Even as a shakird in "Ghaffariyya" he studied the subjects most likely criticized within the madrasah. This fact reveals Gabashi personality as an independently thinking and courageous person, who is capable of independent actions and judgments, going beyond existing standards and ideas. Numerous examples from his eventful life confirm that. In connection with the 160th anniversary of Gabashi, it seems relevant to turn to his legacy in the light of his contribution to various sciences and fields of knowledge.
 For citation: Mardanova D.Z. Hasan ‘Ata Gabashi and his contribution to public space and the development of sciences (to the 160th anniversary of the Tatar scholar). From History and Culture of Peoples of the Middle Volga Region. 2023. vol.13, no.4, pp.194–203. https://doi.org/10.22378/2410-0765.2023-13-4.194-203 (In Russian)
 Financial Support: The research was carried out with financial support from the Islamic Culture Research Foundation under the Ibn Sina grant no. 2ИСГ/2018.

Telaah Tafsir Surah Al-Baqarah Ayat 129 dan 151 Menurut Para Mufassir Tentang Paradigma Pendidikan Islam

This article aims to examine the main elements that must be the personality of a teacher by examining verses 129 and 151 in Surah Al-Baqarah. The method in this research is library research which is based on studies and also text analysis. This is done because the data sources used are in the form of literature data. It can be concluded that for Islamic educators in particular, they should be able to understand their role as educators. Understand the concept of the goals of Islamic education and also apply it in everyday life. By seeing the struggle of Rasulullah SAW, it is hoped that Muslim educators will be able to imitate his patience in educating his people. He educates his people from zero to experiencing significant changes. In addition, Muslim educators are also expected to be able to produce superior, intelligent, great, noble and dignified generations.

Bigi as Marjani’s Follower

The paper deals with two aspects of continuity of religious and philosophical views of the Tatar thinkers Sh. Marjani and M. Bigi. The fi rst is about the universality of divine grace. Marjani, in his “Book on Mature Wisdom that Helps to Explain the Hanafi Creed», gave arguments according to which the decision on this issue remains with the Almighty. Bigi in the “Proofs of Divine Mercy” asserted the inevitability of salvation for all the peoples of the world. The second aspect is about ‘aqida, kalam and ij - tihad. Despite the more than fi fty-year diff erence in the time of the publication of their views by two Tatar thinkers, they are basically identical: for the progress of the Tatar nation, Islam requires the “purifi cation” of ‘aqida from Kalam layers, in Muslim education — the replacement of Kalam with secular sciences and the adoption of ij tihad based on primary sources — the Qur’an, Sunnah and ij ma‘.

On Management of Muslim Education

The article considers innovations in Muslim education in Russia proposed by orientalists Sh. Marjani and H. Faizhan in the mid-19th century. There was formed a new type of madrasa, including introduction of new languages into curriculum and some other changes. The author describes some traits of integration of the Islamic educational system into the Russian one. The article substantiates the need to solve managerial issues in the development of the present-day system of theological education. In order to fulfi l this task, the analysis of historical administrative documents was carried out, the progress of implementation of changes was considered, prospects for further development were identifi ed, the role of the Federal State Educational Standard in the development of Islamic theological education was emphasized.

Халил Рахимов. Фрагменты из «Защиты избранников Аллаха от поношений заблудших людей» (Химайат ал-авлийа’ мин иханат ал-агвийа’)

The present article reveals insufficiently studied aspects of Islamic Mysticism (Sufism) in Russia’s Volga-Ural region at the end of the 19th – beginning of the 20th century in the context of modernization in late imperial Russia. A special attention is paid to the analysis of the contribution made by pedagogue, Sufi and scholar Khalil Rahimov to moderate Muslim reformism. He led extramural polemic with outstanding Russian Muslim reformists on the ways of development of the Muslim community, the role of Islamic Mystical tradition (Sufism) in the life of Muslims. He criticized their religious and philosophical teachings and views on the issues of faith and reason, the adaptation of scientific achievements and cultural models of advanced countries. Khalil Rahimov believed that Muslim education, culture and society should be developed without undermining the foundations of religion. Alongside the research, the article provides a Russian annotated translation of excerpts from Khalil Rahimov’s book “Himayat al-awliya’ min ihanat al-agwiya’” [The Protection of the Saints from the abuse of erring men].

Al-Qur’an Portrait of Educational Theories

The basic foundation of educational theory in the process of education and teaching in various educational institutions ranging from elementary to tertiary levels, whether we realize it or not, tends to refer to references to Western portrait educational theories built by its figures, such as the theories of empiricism, nativism, and convergence. This internalized acculturation tradition is a natural thing. However, on the other hand, it becomes a dilemma if the tendency is grounded (crystallized) without being balanced with motivation and courage for Muslim educators (ulu al-báb) to strive to build educational theories based on the portrait of the Qur’an by not denying their encounter (correspondence) with modern scientific civilization (hadharah al-’ilm). Isn’t it recognized and believed that the Qur’an in the Islamic world view is the main reference for problematic solutions—even if they are complicated-in various life problems, and of course this includes building educational theories. This research is a qualitative exploratory research with a philosophical approach from documents related to the substance of the study both primary and secondary, then analyzed “eidetic” and interpretation methods (hermeneutic). The results of this study indicate that the Qur’an is not just religious symbolism and pearls of wisdom that are considered sacred. But Book a myriad of theories that should produce Islamic ideological foundations and references to educational resources, because the Qur’an contains educational principles to produce educational theories. The principle is tawhid and rabbaniyah, the principle of tawhid and rabbaniyah (the spirit of divinity) is the main foundation for building revelation (wahyu) based education. Because in it provides an understanding of the Oneness of God, as well as a real manifestation of human essence as khalifah fi al-ardhi (substitute for God on earth).

The Competencies of the Teacher in the Islamic Educational Legacy

The aim of this study is to extract the competencies of the teacher from Islamic educational heritage sources and link them to Islamic principles (the Quran and Sunnah). It seeks to highlight the distinctiveness of these competencies in the Islamic perspective compared to other educational systems. The study also explores the benefits of incorporating these competencies today and how to utilize them to enhance our Arab-Islamic educational system. The research was conducted by conducting an exhaustive review of seven of the most important ancient Islamic educational books. It revealed that Muslim scholars showed great concern for teacher competencies and extensively discussed them under the topic of "Teaching Etiquette." The study concluded that teacher competencies in Islamic educational heritage possess unique characteristics. They are closely associated with monotheism, faith, and the hereafter, and their implementation serves the interests of life and livelihood within this framework. Furthermore, these competencies hold valuable insights for contemporary Muslim educators.

Students' Enthusiasm for Learning During the COVID-19 Pandemic: Are Muslim Teachers Successful in Their Roles?

Di masa pandemi COVID-19, belajar di rumah atau daring menjadi solusi untuk melanjutkan sisa semester. Banyaknya guru yang memberikan pekerjaan rumah tanpa memberikan materi membuat banyak siswa mengeluh karena kurang memahami materi yang diberikan guru, sehingga siswa kurang motivasi belajar sehingga menyebabkan siswa kehilangan minat belajar. Penelitian ini bertujuan untuk mendeskripsikan proses pelaksanaan pembelajaran daring, permasalahan yang dihadapi guru dan orang tua ketika pembelajaran daring, serta upaya guru dan orang tua dalam pembelajaran daring. Jenis penelitian yang digunakan adalah penelitian lapangan dengan metode penelitian kualitatif. Penelitian ini memaparkan proses penerapan e-learning di SMA YALC Pasuruan dengan menggunakan aplikasi WhatsApp, Classroom dan Camtasia. Hasilnya menunjukkan bahwa guru agama Islam belum berhasil menjalankan perannya karena munculnya beberapa permasalahan. Seperti halnya proses pembelajaran daring, siswa tidak hanya fokus belajar tetapi juga diberikan tugas oleh guru. Siswa kemudian menyerahkan tugasnya dalam bentuk video dan gambar. Batas waktu serah terima proyek tidak langsung diubah melainkan beberapa hari kemudian. Permasalahan yang dihadapi guru akan dibahas. Bagaimana memotivasi, menetapkan tugas, dan menciptakan kondisi yang menguntungkan untuk Internet. Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Seperti halnya proses pembelajaran daring, siswa tidak hanya fokus belajar tetapi juga diberikan tugas oleh guru. Siswa kemudian menyerahkan tugasnya dalam bentuk video dan gambar. Batas waktu serah terima proyek tidak langsung diubah melainkan beberapa hari kemudian. Permasalahan yang dihadapi guru akan dibahas. Bagaimana memotivasi, menetapkan tugas, dan menciptakan kondisi yang menguntungkan untuk Internet. Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Seperti halnya proses pembelajaran daring, siswa tidak hanya fokus belajar tetapi juga diberikan tugas oleh guru. Siswa kemudian menyerahkan tugasnya dalam bentuk video dan gambar. Batas waktu serah terima proyek tidak langsung diubah melainkan beberapa hari kemudian. Permasalahan yang dihadapi guru akan dibahas. Bagaimana memotivasi, menetapkan tugas, dan menciptakan kondisi yang menguntungkan untuk Internet. Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Siswa kemudian menyerahkan tugasnya dalam bentuk video dan gambar. Batas waktu serah terima proyek tidak langsung diubah melainkan beberapa hari kemudian. Permasalahan yang dihadapi guru akan dibahas. Bagaimana memotivasi, menetapkan tugas, dan menciptakan kondisi yang menguntungkan untuk Internet. Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Siswa kemudian menyerahkan tugasnya dalam bentuk video dan gambar. Batas waktu serah terima proyek tidak langsung diubah melainkan beberapa hari kemudian. Permasalahan yang dihadapi guru akan dibahas. Bagaimana memotivasi, menetapkan tugas, dan menciptakan kondisi yang menguntungkan untuk Internet. Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual Sementara itu, orang tua berusaha memotivasi anak, membantu dengan ponsel dan kuota, mengatasi kesulitan belajar anak, serta mengawasi saat belajar daring. Upaya para guru dan orang tua sangatlah mulia untuk memastikan bahwa generasi mendatang akan cerdas dalam kualitas intelektual, emosional dan spiritual

Nilai-Nilai Sosial di Dalam Pendidikan Pemuda Perspektif Sa’id bin Ali bin Wahf Al Qahthani (Telaah Kitab Al Hadyu An Nabawi fi Tarbiyah al Aulad fi Dhau Al-Kitab Wa As-Sunnah)

The young generation has contributed to achieve the glory of a nation, even history has recorded youth figures who were becoming key persons in achieving that glory. Provising young generation education contained social values, especially related to national culture, is urgently needed in order prevent them from cultures those can damage national identity. Today the young generation are being influenced by a destructive culture which has an impact on their identities and impacts on social life. Instilling social values is needed to re-connect youth with society. Sa'id bin Ali bin Wahf Al-Qahthani, a muslim educator in the Middle East has written hundreds of books related to Islamic teachings, one of these books entitled by Al Hadyu An Nabawi fi Tarbiyah al Aulad fi Dhau Al-Kitab Wa As-Sunnah as a guide in Islamic education including youth. With the formulation of the problem, what are the social values contained in youth education on the perspective of Sa'id bin Ali bin Wahf Al-Qahthani? Using qualitative research through literature study and analysis with content analysis it was concluded that youth education on the perspective of Sa'id bin Ali bin Wahf Al Qahthani contains social values in the form of; caring, kindship, mutual help, empathy, justice, cooperation, and democracy.

Present-Day Religious Practices of Tajiks from Headwaters of Zeravshan River

The article presents the expedition materials of the author, collected in the upper reaches of the Zeravshan River. The valley was distinguished by both harsh climatic and landscape conditions, and isolation for most of the year. Nevertheless, Mountain Matcha is included in the religious life of the Republic of Tajikistan. In villages with more than forty households, new standard mosques have built. Signifi cant assistance in their construction was provided by the state and investors from Iran. Local residents, Matcha Tajiks, also provide all possible assistance in the construction of mosques, some of which have features of local traditional architecture, such as a veranda with carved support columns and wooden ceiling beams decorated with fl oral and geometric patterns. The mosque is the spiritual center of the village, and the mullah is not only engaged in the performance of religious rites, rituals of the life cycle, but also engaged in Muslim education for children and adults, and also organize material and physical assistance to poor families, widows, orphans. Unfortunately, the buildings of the ancient mosques that have been preserved in Matcha are in a deplorable state. On the one hand, they suff ered greatly in Soviet times, as they have used as shops, warehouses, houses of culture, on the other hand, no eff orts are made by the local population to conserve and restore religious buildings. On the contrary, holy places ˗ mazars are the places of special attention of the Matcha Tajiks. Keepers of mazars monitor their careful preservation and cleanliness, local residents participate in their restoration and improvement. At present, the Muslim spiritual tradition is experiencing an upsurge against the backdrop of the moral and moral demands of the Matcha Tajik society.

Pemikiran Pendidikan Islam dalam Perspektif Zakiah Daradjat

This study discusses Zakiah Daradjat's perspective on Islamic education and its contribution to Islamic education in Indonesia. The main issues discussed are: (1) The concept of Islamic education according to Zakiah Daradjat; (2) The contribution of Zakiah Daradjat's thoughts about Islamic education to Islamic education in Indonesia. This study used the library research method, with primary data sources obtained from the works of Prof. Dr. Zakiah Daradjat who focuses on 3 (three) books, namely Psychology, Islamic Education, and Religious Education in Mental Development, as well as secondary data sources in the form of books relevant to this research. The data analysis technique used by the author in this study is data triangulation. The results of the discussion concluded: the concept of Islamic education according to Zakiah Daradjat is the essence of forming human beings who have noble morals or in other words morals are good deeds. Morals are a reflection of faith in the form of behavior, speech, and attitude. Because Islamic education is not merely religious education, but the cultivation of a religious spirit by accustoming children to good qualities and habits. The goal of Islamic Education is the embodiment of Islamic values in the human person of the student that is endeavored by Muslim educators. The contribution of Islamic education thought initiated by Zakiah Daradjat can be seen theoretically, namely: The components of Islamic education according to him are educators, students, educational methods, and curriculum which are an inseparable unit, one with the other equally taking part in achieve the goal, namely to create a generation of good morals. In practice, he was a reformer of Islamic education in his day

In memory of Ziya Kamali (1873–1942) (to the 150th anniversary of his birth)

The year 2023 will be marked by the 150th anniversary of the birth of the Russian Muslim religious and public figure, theologian, teacher-reformer and educator Ziya Kamali (1873–1942). Anniversary events can serve as a good tool for analyzing trends and prospects for studying the creative heritage of the thinker. The relevance of the topic is due to the growing interest of researchers in the heritage of the thinkers of the Muslim East, the historical experience of various cultural and civilizational traditions in the modern multicultural and multi-confessional society in Russia and globalization in the world. This publication is intended to reflect the main milestones in the life and career of the hero of the day. Particular attention is focused on the personal contribution of Kamali to the formation and development of the Jadid Madrasah "Galiya" (Ufa, 1906–1919), as well as the Tatar women's education in Ufa. Under the leadership of Kamali, Galiya Madrasah became one of the leading Russian Muslim educational institutions, and the summer pedagogical courses organized by the Tatar theologian turned into a kind of educational and methodological center for Russian Muslim teachers. Descriptions are based on prior literature. In addition, for the reconstruction of the creative biography of the famous Jadid, both unpublished archival materials and published sources, in particular, the Tatar pre-revolutionary press, were involved.
 For citation: Akhtyamova A.V. In memory of Ziya Kamali (1873–1942) (to the 150th anniversary of his birth). From History and Culture of Peoples of the Middle Volga Region. 2023, vol.13, no.2, pp.128–142. https://doi.org/10.22378/2410-0765.2023-13-2.128-142 (In Russian)

Exploring the Role of Waqf Instrument in Supporting Educational Development: A Qualitative Content Analysis

The cost of education has increased, while the government can no longer spend money on education development. In some Muslim countries, education access and opportunities for Muslims remain prolonged. Though Islam prioritizes education advancement for its followers, education attainment among Muslims is disappointing. Scholars and researchers have proposed using the waqf concept for education development in light of potential future scenarios in the current education sector to ensure more affordable and sustainable education for Muslims. Therefore, this study explores the roles of waqf in educational development by applying qualitative content analysis using past studies as references. The study discovered that waqf plays a significant role in supporting three costs of educational development: institution establishment cost, institution operational cost, and institution admission and enrollment cost. These three costs have been proven to be solved with the waqf instrument. It can be applied to all scales of educational institutions. With that, the study contributes to minimizing the gaps in the previous literature and introduces organized roles of waqf in educational development for authorities and relevant parties’ understanding.

An Investigation of the Association between EFL Muslim Teachers'Religious Identity and Construction of Their Professional Identity in Iranian Schools

An Investigation of the Association between EFL Muslim Teachers'Religious Identity and Construction of Their Professional Identity in Iranian Schools

The Role of Print Media and Muslim Education in Sub-Continent (1857-1897)

The objective of the study is to explore the educational thoughts among Muslims through print media in the sub-continent. Sir Syed Ahmed Khan had a great influence on Muslim education. In following his footsteps, a lot of other journalists and educationists, such as Maulana Shibli came to the mainstream to investigate and remove the European misconception among Muslims. During the reign of the Mauryan Empire, the Slave Dynasty, and the Mughal Empire saw printing press practices. However, in the 18th century, different kinds of printing press worked under the East India Company and play a vital role in Muslim education in the 19th century. Sir Syed and Shibli's works used as primary and secondary sources with outstanding writing and knowledge provide the facts. That finds Shibli's educational thoughts for the whole community with both combinations. The Aligarh movement of Sir Syed Ahmad Khan paved the way for Muslims to get a Western and traditional education, that eliminated all kinds of misunderstandings which popped out after the War of 1857.

Book Review: MUSLIM SANZIJING: SHIFTS AND CONTINUITIES IN THE DEFINITION OF ISLAM IN CHINA by Roberta Tontini

Roberta Tontini, Muslim Sanzijing: Shifts and Continuities in the Definition of Islam in China. Boston, Brill, 2016. 246 pp. ISBN 978-90-04-31925-7 (E-book). Like the well-received works of Zvi Ben-Dor Benite, James Frankel, and Kristian Petersen, Roberta Tontini’s Muslim Sanzijing: Shifts and Continuities in the Definition of Islam in China is a prominent scholarly work on textual analysis in the Chinese Islamic literature of the Han Kitab genre. In her book, the young scholar Tontini focuses her study on selected Islamic primers written in a three-character format (three-character classics of Islam) to "initiate Chinese Muslims in the basic tenets of Islam" (p. 8). She mainly discusses the Sanzijing genre of Chinese Islamic literature, one of the writing styles of Han Kitab literature. The Sanzijing, as one knows, is one of the Chinese classics, a very popular small book composed by an unknown author, in the form of three Chinese characters ("sanzi” 三字 denotes three characters while “jing” 经 signifies "classic") with the rhyme scheme. This form is easy for children to read by heart, at the same time installing in them the basic knowledge of Confucian teachings, Chinese history, geography, astronomy, and more. Chinese Muslim intellectuals knew well the role played by this literature in child education, thereby boldly adopting this form of Chinese literature into Muslim education. The first Chinese ‘alim who employed this form in Muslim education in China was Liu Zhi 刘智 (d. 1764), a prolific Chinese Muslim writer whose works, especially of Tianfang Dianli (Elegant Rituals of Islam) and Tianfang Sanzijing (Three-Characters Classic of Islam) are the main subjects of discussion in Tontini’s current work.

Integrating Traditional and Modern Educational Methods: An Analysis of Islamic Values in 'Aqīdatu Al-‘Awām and the Application of Problem-Based Learning

Purpose – This study was directed to analyze the Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām and how these values can be taught in a modern context. In this study context, we sought to understand more about the history and context of the Yellow Book formation, specifically the Book of ‘Aqīdatu Al-‘Awām, and how they have influenced and can continue to influence Muslim education and society in Indonesia. This study is essential for understanding the history and role of the Yellow Book in shaping Islamic knowledge and identity in Indonesia, as well as helping the development of effective and relevant teaching methods that maintain these values in the context of modern education. Design/methods/approach – This study has adopted an organized, structured, and systematic literature study research design, intending to explore Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām, as well as offering a suitable learning model to teach it. Data was collected through documentation methods and analyzed using content analysis. Findings – The study found that the Book of ‘Aqīdatu Al-‘Awām encompasses several values of Islamic education, including the value of aqidah, akhlaq, worship education, and Islamic history. We also found that traditional learning models, such as the sorogan or bandongan model, can be enriched by the integration of Problem-Based Learning (PBL) methods, providing opportunities to think critically, engage actively in learning, and develop problem-solving skills. Research implications/limitations – Despite a significant contribution to Islamic education, this study has several limitations. For example, the subjective nature of our approach and data limitations. Therefore, further research needs to validate the effectiveness of PBL integration in the teaching of the book of ‘Aqīdatu Al-‘Awām. Originality/value – This study is unique in analyzing the educational values in the Book of ‘Aqīdatu Al-‘Awām and proposing the integration of PBL in teaching it. These findings make an important contribution to the discourse of Islamic education, by showing how traditional Islamic educational institutions can adapt to modern educational paradigms, while still maintaining their unique identity and values at the same time. Future research is suggested to validate the effectiveness of this integration and explore the balance between traditional and innovative teaching methodologies in Islamic education.

Something more beautiful: educational and epistemic integrations beyond inequities in Muslim-minority contexts

PurposeIslamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies.Design/methodology/approachEngaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes.FindingsThe first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies.Social implicationsIn highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies.Originality/valueDespite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.