Islamic Studies in the World

Reinterpreting Islamic Jurisprudence in the Context of Modern Indonesia: A Comparative Study of Traditional and Contemporary Approaches

2025-03-26T00:08:03+07:00

Background. The dynamic socio-political landscape of modern Indonesia presents a unique challenge and opportunity for the reinterpretation of Islamic jurisprudence (fiqh). Traditional approaches rooted in classical texts often struggle to address contemporary issues such as democracy, human rights, and gender equality.
Purpose. This study aims to analyze and compare traditional and contemporary approaches to Islamic jurisprudence within the Indonesian context, focusing on how each responds to modern societal demands.
Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods.
Results. The findings reveal a growing trend among contemporary scholars to contextualize fiqh by embracing maqasid al-shari‘ah (the objectives of Islamic law), while traditionalist views remain significant, especially in rural and pesantren-based communities. The study highlights the coexistence and occasional tension between these approaches, suggesting that a balanced reinterpretation, grounded in both textual integrity and contextual relevance, is essential for Islamic jurisprudence to remain meaningful in modern Indonesia.
Conclusion. In conclusion, the research emphasizes the need for an inclusive and dialogic framework that bridges traditional wisdom and contemporary realities.

Gamification in Islamic Education: Increasing Student Motivation Through Digital Platformsontent

2025-08-28T21:13:42+07:00

Background. Traditional pedagogical approaches in Islamic education often face challenges in maintaining high levels of student motivation and engagement, particularly within digital learning environments. The integration of gamification, the application of game-design elements in non-game contexts, presents a promising strategy to address this issue by transforming the learning experience into a more interactive and rewarding process.

Purpose. This research aims to investigate and measure the impact of a gamified digital learning platform on the intrinsic and extrinsic motivation of junior high school students in the context of Islamic education subjects, such as Qur’anic studies and Islamic history.

Method. A quasi-experimental research design involving a pre-test and post-test control group was employed. The sample consisted of 120 junior high school students, who were divided into an experimental group that used a gamified digital platform and a control group that used a conventional digital platform.

Results. The findings revealed a statistically significant increase in overall motivation scores for the experimental group compared to the control group. Specifically, the gamified elements of points, badges, and leaderboards were strongly correlated with higher levels of perceived competence and effort. The experimental group also improvement in learning outcomes, indicating a positive relationship between enhanced motivation and academic performance.

Conclusion. Gamification serves as an effective pedagogical strategy to significantly enhance student motivation and engagement in Islamic education. The strategic implementation of game mechanics on digital platforms can create a more dynamic and compelling learning environment, leading to improved academic achievement.

Dynamics of Islamic Religious Education Learning for Children with Special Needs at Slb Ypplb Padang City

2025-05-25T15:57:56+07:00

Background. Islamic Religious Education for Children with Special Needs (ABK) plays a crucial role in the formation of inclusive character and spirituality. However, Islamic Religious Education learning for ABK at SLB YPPLB Padang City faces complex challenges, such as the heterogeneity of student needs (mentally retarded, deaf, physically disabled), limitations of conventional methods, and minimal teaching materials and teacher training.

Purpose. This study aims to analyze Islamic Religious Education learning strategies, supporting factors, and inhibiting factors at SLB YPPLB.

Method. The research used a descriptive qualitative approach with data collection techniques through observation, in-depth interviews with Islamic Religious Education teachers, special needs students, and education personnel, as well as documentation studies.

Results. The results of the study show that: 1) Learning planning still adopts standard lesson plans with limited modifications, 2) The learning process is dominated by lecture and drill methods which are less effective, 3) Evaluation tends to be conventional and not fully adaptive, and 4) The main inhibiting factors include limited resources, while collaborative assessments and visual media are potential supporters.

Conclusion. The study's conclusions confirm the need for the development of flexible lesson plans, inclusive method-based teacher training, and portfolio-based evaluation. These findings contribute to the integration of Islamic education principles (ta'd?b and tarbiyah) with inclusive education theories (differentiated instruction, scaffolding), while strengthening the urgency of systematic policies for holistic Islamic Religious Education learning for children with special needs. Further research recommendations include multi-location studies and the development of special needs assessment instruments.

Digital literacy for Madrasah Reachers: Strategies for Navigating Misinformation in Islamic

2025-09-02T20:41:50+07:00

Background. The proliferation of digital information has presented unprecedented challenges for madrasah teachers, who are pivotal in shaping the religious understanding of Muslim generations. The unchecked spread of misinformation and disinformation related to Islamic teachings poses a significant threat to religious moderation and social harmony.

Purpose. This study aims to identify and analyze the challenges madrasah teachers face in navigating online misinformation and to formulate effective, pedagogically sound strategies to enhance their digital literacy skills for this specific purpose.

Method. Employing a qualitative research design, this study utilized in-depth interviews and focus group discussions with 30 madrasah teachers across different educational levels. A thematic analysis approach was used to systematically code and interpret the collected data, allowing for a nuanced understanding of the participants’ experiences and needs.

Results. The findings reveal that while teachers are aware of the dangers of online misinformation, they often lack the critical skills and resources to effectively vet digital Islamic content. Key challenges include the inability to distinguish between credible and dubious online sources, the emotional appeal of sensationalist religious content, and a lack of formal training.

Conclusion. Enhancing the digital literacy of madrasah teachers is not merely a technical imperative but a pedagogical necessity to safeguard authentic Islamic education. A proactive, continuous, and context-specific approach is crucial for empowering teachers to become resilient navigators of the digital landscape and effective guides for their students against religious misinformation.