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Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor's and master's level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence. [ABSTRACT FROM AUTHOR]

This action research aims to improve teachers' ability to enrich, redesign, develop, and test the ahlussunah waljamaah (Aswaja) Annahdliyah curriculum in strengthening Islamic moderation in 25 madrasah ibtidaiyah (Islamic elementary schools) in Kedu Caresidenan, Central Java, Indonesia. The method used was participatory action research modeled by Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, an experimental type of action research. The research findings state that Islamic moderation through strengthening the Aswaja Annahdliyah curriculum is carried out by enriching and redesigning the curriculum in the aspects of objectives, content/materials, methods/activities, and assessment/evaluation. The form of strengthening the Aswaja Annahdliyah curriculum is carried out by developing a curriculum by providing material on the basic principles of Aswaja, Ukhuwah Nahdliyah, and Mabadi Khaira Ummah in the aspects of fikrah (thought), aqidah (belief), harakah (movement), and amaliyah (worship practices). As a result, teachers know the depth and breadth of the curriculum in terms of objectives, content, methods, and evaluation at the level of fikrah, aqidah, harakah, and amaliyah, determining basic competencies, operational verbs, materials, material enrichment, and selecting appropriate learning models, methods, strategies, and media. Future research needs to explore curriculum strengthening for Aswaja Annahdliyah at the high school or university level. [ABSTRACT FROM AUTHOR]

This research explores the effectiveness of employing an instructional unit based on the strategy of WebQuest in fostering research, inquiry, and critical thinking skills among ninth-grade students in Islamic education in Qatar. The study utilized a quasi-experimental design involving two groups: an experimental group and a control group. The experimental group received instruction using the strategy of WebQuest, while the control group received traditional instruction. The findings revealed a significant outperformance by the experimental group on research, inquiry, and critical thinking skills assessments, indicating the strategy of WebQuest efficacy in enhancing these skills among students. as the study recommends Incorporating the strategy of WebQuest into Islamic education instruction and provide professional development opportunities for teachers on the effective implementation of the strategy of WebQuest. [ABSTRACT FROM AUTHOR]

This article provides a thorough examination of the past evolution and present conditions of Islamic education in Kazakhstan. It commences with an examination of the influence of the Hanafi school within Sunni Islam and traces the evolution of the Islamic educational system throughout various historical periods until the present day. Particular focus is given to blending Islamic teachings with contemporary educational structures. The researchers heuristically analyzed the current state of the field, identified the main problems, and suggested prospects for Islamic education for further development. In this study, the PRISMA methodology is adopted to systematize the literature, enabling a detailed examination of the characteristics and nuances of Islamic education within the historical and cultural traditions of Kazakhstan. The current study utilizes the historical method, which uses primary and secondary data sources. This method prioritizes historical analysis as a means to assess past occurrences. This paper examines the axiological importance of madrasas and Islamic universities, as well as the pedagogical approaches employed in these educational establishments. We have presented infographics that contribute to a detailed understanding of the field. From the heuristic analyses, we formulated practical recommendations for the government designed to enhance the quality and effectiveness of Islamic education. This paper highlights the importance of Islamic education as an important component of the cultural and scientific space of Kazakhstan, offering strategies for its sustainable development in the context of globalization and the transformation of educational systems. The results of this work are of significant interest to academics, madrasas, colleges, and higher education institutions specializing in Islamic education. [ABSTRACT FROM AUTHOR]

What is the meaning of inclusive education in Indonesian Muslim Schools? Relatively little is known outside of the country itself about the effect of adopting international curricula such as Cambridge Assessment and their equivalents? This domestic-facing internationalisation is worth considering as a signifier of inclusive education and raises the question of identity: Islamic, Indonesian and global – what does it mean to be included in the country as a citizen and to have accessible, quality education? How does it impact upon تَرْبِيَة (tarbiya); an educational term meaning active student participation in their own education, the experience of flourishing and lifelong learning? What is Indonesia trying to achieve? It would be a simple truism to conclude that an inclusionary strategy based on adopting a Western system has been beyond the reach of families who cannot afford to send their children to private schools who look favourably on international curricula. This contribution takes a critical look at the issue of social justice and its effect upon تَرْبِيَة (tarbiya) in the Indonesian education ecosystem. Experiences of Muslim parts of this system suggest multiple signifiers of inclusive education that might translate to global debates in other educational ecosystems. [ABSTRACT FROM AUTHOR]

There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilises qualitative research methods, specifically portraiture to shed light on the experiences of in-service Islamic school educators, with varied backgrounds and religious affiliations in a cohort of the Graduate Certificate in Education (Islamic Education) program in Australia. This faith-based teacher education program aims to foster "faithful praxis", and recenter the Divine in teaching and learning. The research focused on analysing transformative affective shifts as reflected in the program's final portfolios. Portraits of four participants reflect a reconceptualisation of education as a holistic process that aims to nurture the whole student: mind, body, and soul. The portraits also highlight awakening experiences that signify the role of reflexivity and self-reflection of the educator so that educational renewal is of the whole collective in the school community. Implications of this study signify the role of spirituality in teaching and learning and the importance of moving beyond conventional and secular models of teacher education programs. [ABSTRACT FROM AUTHOR]

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners' sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as "soul-making" ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education "Islamic", and (3) providing an example of one Islamic teacher education programme's attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education. [ABSTRACT FROM AUTHOR]

Speaking skills are critical in second language acquisition. This study investigates the most common speaking skills problems among non-native Arabic learners in universities in Northeast China and the differences between speaking skills problems based on gender and academic level. A quantitative research design was adopted. It used the questionnaire to collect data. The sample of this study included 104 Chinese students who learn Arabic from two universities in Northeast China. The results indicate that the most common problems with Arabic speaking skills are a lack of vocabulary, opportunities to meet native Arabic speakers, fear of mistakes, teacher-centered classes, and the teacher using too many students’ native languages in the classroom. Besides that, the results show no statistically significant difference in Arabic speaking skills problems based on gender. However, the findings show statistically significant differences in Arabic speaking skills problems based on the academic level. The learners of the second year have more Arabic speaking skills problems than the learners of the first year, and the learners of the third year also have more Arabic speaking skills problems than the learners of the first year. According to the findings, the study suggests recommendations for Arabic learners, instructors, and policymakers in universities in non-Muslim gathering areas in Northeast China. [ABSTRACT FROM AUTHOR]

Arabic Language Education Study Program students must be able to write theses in Arabic. A common obstacle students face is relying on Google Translate to help them translate from Indonesian to Arabic. However, even though it is easy to use, Google Translate still has obstacles when measured using Larson's translation quality indicators. This study aims to improve the quality of Google Translate translation results for Arabic theses using an Android-based term dictionary. This study is a type of classroom action research carried out in 2 cycles, each including planning, action, observation, and reflection procedures. Data collection was carried out through an assessment of the translation results of 22 students selected based on the criteria of being in the process of completing their thesis. The study results showed that of the 12 sub-indicators of translation quality, the aspects of equivalence and suitability of the source and target languages were the lowest quality. Using an Android-based term dictionary significantly reduced error scores and improved translation quality compared to Google Translate as a translation machine. However, the dictionary does not match the efficiency or time savings the translation machine provides. Furthermore, researchers are expected to be able to produce translation machines that can accommodate the intricacies and complexities of the Arabic language in the future. [ABSTRACT FROM AUTHOR]

This research proposes a new semantic approach to enhance the understanding of Arabic text in the Quran context. The aim is to bridge the existing gap in interpretation, which primarily relies on semantic web ontology and the linguistic framework developed by Toshihiko Izutsu. This philosophical research seeks to provide new paradigms and transcend the conventional semantic. It argues for the adoption of five methodical steps to uncover the deeper meanings behind the literal text of the Quran: (a) textual context analysis, (b) situational context analysis, (c) integration of intrinsic and extrinsic elements of the Quran, (d) syntagmatic and paradigmatic analysis, and (e) constructing the meaning of the past and present. This new paradigm challenges the traditional semantic approach to the Quran and facilitates a deeper understanding. [ABSTRACT FROM AUTHOR]

In the industrial revolution era, good teaching and learning processes should integrate the transfer of knowledge and values as a solid foundation for building students’ character. This research is a descriptive case study; the data were collected using observations and interviews before they were analyzed using an interactive model proposed by Miles & Huberman (1994). The result shows that Arabic teaching and learning is a befitting school subject that instills character values. Furthermore, character building can be seen in the planning, implementing, and evaluating Arabic teaching and learning processes. However, obstacles to its processes still exist, including the lack of coordination between parents and educators in the Islamic boarding school environment. Its supporting factors were also found, including a supportive curriculum, positive habituation, support for adequate facilities and infrastructure, and various programs organized by the Islamic boarding school regarding building the student character. [ABSTRACT FROM AUTHOR]

Distributed leadership (DL) continues to draw practitioners and researchers' attention in the context of education leadership as early as the 21st century. While an increasing amount of literature strongly advises principals to shift toward DL practices, there is a paucity of studies that indicate the extent to which this shift is taking place in practice across Islamic secondary schools. Consequently, this study investigates the distributed of leadership practices of two Islamic secondary schools located in two different countries. The study uses a collective case study methodology with a mixed-method approach, and collected data from 30 school teachers and interviews six school teachers. The findings reveal that both selected Islamic secondary schools have a definite hierarchy decided by top management. The findings also indicate that when leadership roles are distributed among classroom teachers, the schools do not seem to have fixed criteria. In addition, the findings illustrate that novice teachers are slowly given responsibilities and prepared to take on leadership roles. The finding could serve as a supportive literature in practicing DL across Islamic secondary schools to reduce the workload of headteachers. The findings further link DL to the development of a professional learning community though teacher leadership. The significance and originality of this research arguably falls along the fact that; it is the first of its kind to empirically investigate DL practices across Islamic secondary schools in two different geographical locations. [ABSTRACT FROM AUTHOR]

This study was conducted to identify the effect of using the concept mapping strategy on the achievement of sixth-grade elementary school students in the subjects of the Holy Quran and Islamic Education. The research sample consisted of sixth-grade students from Al-Majd School for Boys for the academic year 2022-2023, where the research groups were composed of 66 students, consisting of 34 students in Section A (the experimental group) and 32 students in Section B (the control group). The researcher employed a quasi-experimental design with two equivalent groups. A suitable achievement test corresponding to the curriculum content for that educational stage was prepared by the researcher, and the validity and reliability of the test were established using appropriate methods. The test was administered at the end of the experiment to measure achievement. Using the t-test, the results showed statistically significant differences between the average scores of the experimental group and the control group in favor of the experimental group. Based on the research findings, the researcher recommended adopting the concept mapping strategy in teaching the Holy Quran and Islamic Education in all educational stages and suggested conducting a study aimed at investigating the effect of the concept mapping strategy on developing deductive thinking among fifth-grade elementary school students in the subject of Islamic Education. [ABSTRACT FROM AUTHOR]

The article, which is written by an interreligious team, provides comprehensive insights into the conception, implementation and accompanying research of a project on Christian–Islamic religious education in team teaching. The aim of the project is to expand the denominational religious education lessons anchored in Austrian schools through religious-cooperative units taught jointly by a Christian and an Islamic teacher. The analysis of the teaching units is carried out in the format of design-based research and thus encompasses numerous aspects of interreligious educational processes, which are examined in this article. Firstly, the design of the project is described and the legal framework associated with it is explained in the context of the Austrian school system. Subsequently, learning requirements on the part of Christian and Muslim pupils are presented, with a particular focus on their preconceptions and attitudes towards religion in general as well as other religions. Special attention is paid to the specific framework conditions of Islamic religious education teachers, which differ in many aspects from those of Catholic religious education teachers. Furthermore, interreligious competences they consider necessary are described. Specific insights into the teaching units and the complementary research provide information about the opportunities and challenges of interreligious education in team teaching by two teachers. After this focus on the teachers, an outline of the students' perspectives on the teaching units completes the presentation of the research results. In the concluding summary, the local theories developed from the overall project are presented and discussed. [ABSTRACT FROM AUTHOR]

In the article, 'Agreed Syllabi and Un-Agreed Values: Religious Education and Missed Opportunities for Fostering Social Cohesion', Panjwani (2005) presented a case study of Muslim representation in the selected agreed syllabi and RE textbooks in England and Wales. The present article aims to provide a rear-mirror view, reviewing the representation of Islam and Muslims in the agreed syllabi, examining the trends since the 2005 article and offering curricular approaches that can lead to a way forward. During this period, Islam and Muslim representations remain a public concern and its teaching and learning continue to be a matter of debate and reflection in Europe and elsewhere. The paper starts by outlining some pedagogical movements within Religious Education (RE), of which Islam is a part, that have gone through several developments in recent decades. These new directions to approach the study of religion include the understanding of religion as a concept category, religious literacy and hermeneutical approach. Drawing upon these approaches, the later part of the paper reviews selected textbooks and agreed syllabi and proposes a way forward in light of the recent developments in the field. [ABSTRACT FROM AUTHOR]

Effective social research tapping a broad range of human experiences must employ research paradigms that are consistent with the ontologies and epistemologies of the research participants, community, and contextual scholars. This paper describes the construction of a bricolage, imbricating Islamic and interpretivist concepts for coherence and rigor in engaging 35 Muslim–Canadian educators in interviews on their pedagogies. The act of centering an Islamic paradigm made data visible beyond a narrow secular Western frame, offering analytic precision and interpretive significance within Muslim educational communities. Illustrating this data–paradigm engagement, a collective data excerpt is presented on socio–spiritual development, whereby educators described establishing with young Muslims an overarching conceptual framework rooted in Islamic tradition to situate self, social, and spiritual relationships; embark holistic transformative actions with social, individual, and spiritual dimensions; and engage in continuous self-reflexivity triangulated with divinity (muhasaba). Offering a unique pedagogical approach to socio–spiritual development, this bricolage also challenged methodological singularity. [ABSTRACT FROM AUTHOR]

The internet and all technological devices are currently an inseparable part of education and teaching, for this reason higher education institutions have a high enthusiasm for developing the use of technology in learning activities. The aim of this research was to increase knowledge for students and lecturers in the proper and correct use of Ecampus. The research method used is quantitative using interview and survey techniques. The results of this research show that student understanding increases when students' perceptions of the implementation of Ecampus in the Islamic religious education department in higher education are implemented. The conclusion of this research explains that Ecampus is very useful for students and lecturers in the learning process, especially in learning Islamic religious education in universities so that students can achievegcreativeAndproduce students who excel in using Ecampus. Therefore, in this research, the researcher only conducted research on student perceptions of the implementation of Ecampus in the Islamic religious education department in universities. The researcher hopes that future researchers can conduct research on student perceptions of the implementation of Ecampus in universities in the departmentWhichother. [ABSTRACT FROM AUTHOR]

This study uses a qualitative method with the Analytical Hierarchy Process (AHP) to analyze the strategy for developing the quality of Islamic vocational school education majoring in multimedia and information technology in the Parung Panjang area, Bogor Regency, with a focus on school accreditation, human resources, curriculum, and infrastructure. In addition, this study develops alternative quality development strategies that can be applied not only in the region but also in general throughout Indonesia. The results of this research show that the main criteria for developing quality of education at Islamic Vocational Schools consisted of managerial (A1, A2), curriculum (A2, A3), human resource (A3, A4), infrastructure (A4, A5), and human resources (A4). The findings of this study can be used as a reference for the implementation of strategies in Islamic vocational schools, and cultivating strategies that have a positive impact on Islamic education both at the national and international levels. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students' academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region. [ABSTRACT FROM AUTHOR]

Copyright of Arts Magazine is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arts Magazine is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Internet of Things in Islamic boarding schools can become an embedded system that aims to expand the use of continuously connected internet connectivity. The importance of IoT modernization in Islamic education is because it eliminates skills gaps and lags. A brief comprehensive review is needed to help researchers and practitioners understand the adoption of internet of things on Islamic boarding school. Purpose: This study aims to analyze and classify the literature on Internet of Things on Islamic Boarding school. Design/methodology by conducting literature studies published between 2017-2023 in the journal listed in the Journal Citation Report Design/methodology/approach: This research is analyzed according to a systematic literature review approach involving interpretation-based assessments of research methodologies and critical findings in the study. Findings/Result: The direction of this research is expected in the future to have implications for academics and practitioners. Internet of Things (IoT) brings the potential for significant disruption in various sectors, including education and places such as Islamic boarding schools. Conclusion: Some of the problems and importance of IoT disruption for Islamic boarding schools include limited human resources where Islamic boarding schools may have limited resources, both in terms of finances and technological infrastructure. Implementing IoT technology requires initial investment and maintenance which can be an additional burden. Originality/value (State of the art): IoT in Islamic boarding schools can become an embedded system that aims to expand the use of continuously connected internet connectivity. The importance of IoT modernization in Islamic education will eliminates skills gaps and lags in the education areas. [ABSTRACT FROM AUTHOR]

Recent developments in educational media have neglected certain key subjects, especially Akidah Akhlak, which is an essential part of the Madrasah Ibtidaiyah curriculum. The conventional learning resources, primarily textbooks, face several challenges that lead to a decline in students' interest in reading and engaging with the material. To address this issue, a focused initiative has been undertaken to create educational media that incorporates stories rich in moral lessons, with the goal of creating a more dynamic and engaging learning atmosphere. The advanced technological skills and information literacy of Generation Z children make a strong argument for the integration of digital textbooks, specifically e-books, into their education. This research seeks to lead the way in developing innovative learning tools that encourage children to actively engage with digital books powered by information technology. Utilizing a research and development methodology, the main goal is to explore the effectiveness of interactive e-books as powerful educational tools for children. These e-books are crafted to present information in a way that is easily understood and retained by young learners, thus positively impacting their cognitive and emotional development. The impressive effectiveness of Akidah Akhlak e-books designed for 2nd-grade students in Madrasah Ibtidaiyah highlights their success in improving educational outcomes. By weaving moral values into engaging stories, these e-books not only enhance knowledge retention but also promote the growth of key character traits and ethical values. This highlights the powerful impact of interactive e-books as essential tools in contemporary education, meeting the varied learning needs and preferences of today's digitally inclined students. [ABSTRACT FROM AUTHOR]

This article explores the relation between future-readiness and Islamic education from the perspectives of Islamic learning centers in Singapore. The main research objective is to examine how the concept of future-readiness and related terms are interpreted, framed, and facilitated in Islamic textbooks. Based on a content analysis of the textbooks used at Islamic learning centers for primary students in Singapore, two research findings are reported. First, the Islamic textbooks interpret future-readiness as equipping Muslim learners with Islamic knowledge and values as well as application and learner-centeredness in the modern world. Second, the Islamic textbooks promote information and communications technology (ICT) as part of preparing students for future-readiness. A major implication from this study is that Islamic curricula evolve in tandem with changing times to support the development of future-ready students. In addition, the advancement of future-readiness is situated within an Islamic worldview that emphasizes religious beliefs and values. A significant limitation of this study is that its research method centered on an analysis of textbooks; hence, empirical research is recommended to corroborate the research findings and implications. [ABSTRACT FROM AUTHOR]

The Dutch East Indies government's education policy was at the core of colonial politics. The Dutch used education to maintain colonialism in the Dutch East Indies, with the policy of teacher ordinances and illegal schools aimed at limiting indigenous education. This policy was opposed by Indigenous intellectuals, including Islamic intellectuals because it was detrimental to the natives and triggered the reaction of Islamic organizations to oppose it. This research uses descriptive qualitative methods with data triangulation techniques. Thomas R. Dye's public policy theory defined the rational basis for political decision-making. The results showed that the Dutch education policy was not to educate the natives but to provide opportunities for the native elite who supported colonial rule. Dutch concerns about the progress of education in the Dutch East Indies were the cause of this policy, with the potential impact of educational organizations uniting against the Dutch. Researchers recommend equality in education in Indonesia, in contrast to the Kiai-led Islamic education system. The teacher and wild school ordinance policies restricted the development of nationalism and Islam, which were considered to hinder the Dutch mission. The Dutch East Indies government's education policy was at the core of colonial politics. The Dutch used education to maintain colonialism in the Dutch East Indies, with the policy of teacher ordinances and illegal schools aimed at limiting indigenous education. This policy was opposed by Indigenous intellectuals, including Islamic intellectuals because it was detrimental to the natives and triggered the reaction of Islamic organizations to oppose it. This research uses descriptive qualitative methods with data triangulation techniques. Thomas R. Dye's public policy theory defined the rational basis for political decision-making. The results showed that the Dutch education policy was not to educate the natives but to provide opportunities for the native elite who supported colonial rule. Dutch concerns about the progress of education in the Dutch East Indies were the cause of this policy, with the potential impact of educational organizations uniting against the Dutch. Researchers recommend equality in education in Indonesia, in contrast to the Kiai-led Islamic education system. The teacher and wild school ordinance policies restricted the development of nationalism and Islam, which were considered to hinder the Dutch mission.

This article examines the changes in the Islamic education system in the Kingdom of Morocco during the period of independent development. The primary objective of the study is to explore the unique Moroccan experience of integrating two distinct educational systems: Islamic and secular. The Moroccan practice may serve as a valuable example in light of the pressing issues of countering Islamist radicalism and extremism. The paper discusses the historical context, the reasons for governmental and societal attention to this topic, and the key stages in the transformation of the religious education system. An analysis of the prospects for Islamic education in contemporary Moroccan society is also provided. The research draws on official documents from the Moroccan Ministry of Education, national legislation, and royal speeches addressing this issue. It is demonstrated that throughout the second half of the 20th century and into the early decades of the 21st century, Moroccan authorities viewed the Islamic education system as a primary tool for influencing the political sphere, a key institution for shaping national culture, and a means to strengthen loyalty to the state. It is asserted that reforms in the Islamic education system in Morocco have enabled it to become more modern and relevant while simultaneously preserving the cultural traditions and uniqueness of the country.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the editorial concept and content of the thematic issue of the Historical Ethnology journal dedicated to Russian Muslims, the Muslim population of Turkestan in the late 18th – early 20th centuries, and Islam. The papers included in the issue are united by the key subject “Islam in the changing contexts of eras: social and identification projections” and represent a wide field of research perspectives in Islamic studies. The interdisciplinary and diachronic approaches used in forming the content of the issue allowed tracing the dynamics of the state and the development of Islamic institutions, traditions, norms and practices, which undergo changes under the influence of the socio-political, ethnocultural and economic situation of different historical eras of the Russian history. The empirical perspective is aimed at studying the ethnocultural and social aspects of Islam in different regional contexts related to the specifics of the intellectual, theological, ritual, social, and everyday life of Muslim communities in Tatarstan, other regions of the Russian Federation, and Uzbekistan (Turkestan of the late 19th – early 20th centuries). A significant part of the articles is devoted to revealing the role of Islam in the Tatar community in different periods of its development: from imperial Russia, through the era of Soviet atheism, to the realities of modern times, which are characterised by unprecedented dynamics of the development of communication technologies. The transformation of the ritual sphere of Muslims, the format of religious practices, new online communities, and the activities of spiritual leaders in the Tatar-language media and in the blogosphere largely determine the attitude of the population, particularly young people, to Islam. A number of works in the issue trace the influence of migration processes on the development of Islam and Muslim communities in historically non-traditional social and geographical contexts. Comparison of historical research with a wide range of factual materials, documents and evidence of the past – with modern ethnological and sociological research allows us to form a multidimensional and dynamic vision of the situation in Islam and Muslim communities, taking into account their historical background in Russia and Central Asia.

The results of several observations regarding the religious tolerance attitudes of students in Bangka Belitung are pretty worrying, even though some tend to be radical. This research explores the paradigm of religious moderation in the Islamic religious education curriculum at Madrasah Aliyah Negeri Bangka Belitung. This research explores qualitatively the application of religious moderation in the curriculum of Islamic religious education material. Research data was taken from the MAN Pangkal Pinang and MAN 1 Muntok curriculum documents. Researchers also surveyed by distributing questionnaires to 346 students from the two schools. The research results show that the content of religious moderation has been integrated into the Islamic religious education curriculum, both in Jurisprudence, History of Islamic Culture, Al-Qur'an Hadith, and Aqidah Akhlak. However, the tendency towards a radical and robust understanding of Islam is still strong. It is evident from the survey results, namely 55.4% of respondents from MAN Pangkal Pinang and 53% of respondents from MAN 1 Muntok stated that adhering to the Pancasila ideology is more important. Almost half of the students do not agree that Pancasila should be made the state ideology. This phenomenon must receive serious attention from the government so that they comply with the laws and regulations of the Republic of Indonesia. Hasil beberapa pengamatan terhadap sikap toleransi beragama para siswa di Bangka Belitung cukup memprihatinkan, bahkan di antaranya cenderung radikal. Penelitian ini bertujuan untuk mengeksplorasi paradigma moderasi beragama dalam kurikulum pendidikan agama Islam di Madrasah Aliyah Negeri Bangka Belitung. Penelitian ini mencoba menelusuri secara kualitatif penerapan moderasi beragama dalam kurikulum materi pendidikan gama Islam. Data penelitian diambil dari dokumen kurikulum MAN Pangkal Pinang dan MAN 1 Muntok. Selain itu, peneliti juga melakukan survey dengan menyebarkan angket terhadap 281 siswa dari kedua sekolah tersebut. Hasil penelitian menyebutkan bahwa muatan moderasi beragama sebenarnya telah diterapkan secara terintegrasi dalam kurikulum pendidikan agama Islam, baik dalam mata Pelajaran Fikih, Sejarah Kebudayaan Islam, Al-Qur’an Hadis, maupun Akidah Akhlak. Akan tetapi, kecenderungan terhadap pemahaman Islam secara radikal dan kuat masih kuat. Hal ini terbukti dari hasil survey, yakni 55, 4% responden dari MAN Pangkal Pinang dan 53% responden dari MAN 1 Muntok menyatakan bahwa berpegang teguh ideologi Pancasila lebih utama. Artinya, hampir separuh dari siswa tidak setuju kalua Pancasila dijadikan ideologi negara. Fenomen ini harus mendapat perhatian serius dari pemerintah agar mereka taat pada aturan perundang-undangan Republik Indonesia.

There are many studies on Islamic education from the perspective of the Qur'an. But few studies of Islamic education according to QS. Al-Anbiya': 7 from the perspective of classical and contemporary scholars. This study aims to determine the model, method, and style of Ibn Katsir’s and Al-Misbah's interpretation as well as the value of Islamic education in QS. Al-Anbiya': 7. This research design uses a literature review. Primary sources are the Ibn Katsir and Al-Misbah interpretations. Secondary sources are articles and literature related to the concept of Islamic education from the perspective of Qur'anic interpretation. Then researchers compare the concept of Islamic education in QS. Al-Anbiya': 7 according to Ibn Katsir’s and Al-Misbah's interpretation. The results showed that the model of Ibn Katsir interpretation is classical because it uses the form of tafsir bil ma'tsur, the method used is the tahlili method, the style of interpetation uses tartib mushafi, and sometimes it uses ratios / reasoning. While Al-Misbah's interpretation model is contemporary because it uses the form of tafsir bi al-ra'yi and the method used is tahlili, the style of interpretation tends to use the literary style of social culture. The value of Islamic education in QS. Al-Anbiya': 7 that can be applied today is the importance of asking people who are knowledgeable about lifelong learning in order to become broad-minded and knowledgeable people so that it can lead us to a good and right path according to the teachings of Islam. Aabstrak Ada banyak penelitian tentang pendidikan Islam dalam perspektif al-Qur’an. Namun, masih sedikit kajian pendidikan Islam menurut QS. Al-Anbiya’: 7 perspektif ulama klasik dan kontemporer. Penelitian ini bertujuan untuk mengetahui bentuk, metode, dan corak tafsir Ibnu Katsir dan tafsir Al-Misbah serta konsep nilai pendidikan Islam pada QS. Al-Anbiya’: 7. Desain penelitian ini menggunakan tinjauan pustaka. Sumber primer adalah Tafsir Ibnu Katsir dan Tafsir Al-Misbah dan sumber sekunder berupa artikel dan literatur yang berkaitan dengan konsep pendidikan Islam dari sudut pandang penafsiran Al-Qur'an. Kemudian peneliti bandingkan konsep pendidikan Islam dalam QS. Al-Anbiya’: 7 menurut tafsir Ibnu Katsir dan tafsir Al-Misbah. Hasil penelitian menunjukkan bahwa model Tafsir Ibnu Katsir adalah klasik karena menggunakan bentuk tafsir bil ma’tsur, metode yang digunakan yaitu metode tahlili, corak tafsir menggunakan tartib mushafi, dan terkadang menggunakan rasio/penalaran. Sedangkan model tafsir Al-Misbah adalah kontemporer, karena menggunakan bentuk tafsir bi al-ra’yi, metode yang digunakan yaitu tahlili, corak tafsir cenderung menggunkan corak sastra budaya kemasyarakatan. Nilai pendidikan Islam dalam QS. Al-Anbiya’: 7 yang dapat diterapkan pada zaman sekarang adalah pentingnya bertanya kepada orang yang berilmu (berguru) dan belajar sepanjang hayat agar menjadi pribadi yang luas wawasan dan berilmu sehingga dapat menuntun kita ke jalan yang baik dan benar sesuai ajaran agama Islam.

In the era of the Industrial Revolution 4.0, leveraging technology in education is crucial. Self-Regulated Learning (SRL), which entails individuals' ability to understand and control their learning environment, fostering independence and responsibility, can be influenced by the blended learning model. This study, employing a mixed-methods design and a pre-experimental design for the quantitative phase, aimed to examine the impact of blended learning on SRL. Data were collected via questionnaires and analyzed with paired sample t-tests. The results showed that (1) the descriptive analysis of the SRL pre-test of students indicates that the highest percentage was in the medium category with 85% students; (2) the results of the SRL post-test proved that the highest percentage is in the low category with 63% students; and (3) the results of the paired sample t-test showed the value of sig. (2-trailed) < alpha (0.007 < 0.05). The statistical analysis confirmed a significant difference between pre-test and post-test scores, suggesting that the blended learning model was not effective in enhancing SRL among students in Islamic Education at SMKN 7 Majene. Observations and interviews revealed that students' lack of self-regulated learning was due to inadequate technological resources and challenges in using Google Classroom, which was a novel experience for students and hindered their ability to access materials and submit assignments. Abstrak Era revolusi industri 4.0, pemanfaatan teknologi dalam dunia pendidikan sangatlah penting. Self-Regulated Learning (SRL), yang melibatkan kemampuan individu untuk memahami dan mengontrol lingkungan belajar mereka, menumbuhkan kemandirian dan tanggung jawab, dapat dipengaruhi oleh model pembelajaran campuran. Penelitian ini, yang menggunakan desain metode campuran dan desain pra-eksperimental untuk fase kuantitatif, bertujuan untuk menguji dampak pembelajaran campuran pada SRL. Data dikumpulkan melalui kuesioner dan dianalisis dengan uji-t sampel berpasangan. Hasil penelitian menunjukkan bahwa (1) analisis deskriptif pre-test SRL mahasiswa menunjukkan bahwa persentase tertinggi berada pada kategori sedang dengan jumlah 85% mahasiswa; (2) hasil post-test SRL membuktikan bahwa persentase tertinggi berada pada kategori rendah dengan jumlah 63% mahasiswa; (3) hasil uji-t sampel berpasangan menunjukkan nilai sig. (2-tailed) < alpha (0,007 < 0,05). Analisis statistik mengkonfirmasi perbedaan yang signifikan antara skor pre-test dan post-test, menunjukkan bahwa model pembelajaran blended learning tidak efektif dalam meningkatkan SRL di kalangan siswa pada pelajaran Pendidikan Agama Islam di SMKN 7 Majene. Pengamatan dan wawancara mengungkapkan bahwa kurangnya pembelajaran secara mandiri disebabkan oleh sumber daya teknologi yang tidak memadai dan tantangan dalam menggunakan Google Classroom, yang merupakan pengalaman baru bagi siswa dan menghambat kemampuan mereka untuk mengakses materi dan mengumpulkan tugas.

Islamic Education (IE) in Higher Education is a compulsory course in Indonesia. However, it still dominantly assesses the cognitive aspect, while the learning competency of Islamic Education aims to form the religious character and social attitudes of students. Therefore, this study aims to develop indicators of student social care integrated with student organization activities. The indicator of social concern that has been validated and meets the content validity score will be used as a measuring tool for the attitude and skill components of students in Islamic Education learning. The process of developing indicators of social care integrated into student organization activities requires the ADDIE model development research method (Analysis, design, development, implementation, and evaluation, but in this study, there are only three stages: the first needs analysis, the second planning, and third development. The research subjects were students and lecturers of Islamic Education at Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas Muhammadiyah Jakarta. Data collection tools are questionnaires, interviews, and documentation studies. Data analysis used the Aikens Index and inter-rater reliability to see the suitability of the content of the indicator with the theory used and to see the agreement of experts in assessing the developed social care indicators. The results of the research based on the needs analysis by surveying 25 students from student organization members in three universities through quota, purposive sampling, and interviews found that 80% of students were involved in BEM social activities, and 72% of students agreed to integrate social activities of student organizations in PAI learning. The results of the Aiken Index content validity test of six skill indicators and four social care attitude indicators were a minimum score of 0.83 and a highest score of 0.91. The reliability test result is 0.64. These results indicate that three experts have agreed upon the content of social care indicators, and then it is feasible to construct a validity test to find out the indicators developed that can measure students' social attitudes and skills using the theory used.

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

This study investigates the integration of Design Thinking in STEM education within an Islamic context, focusing on thermal packaging as a learning module. The research examines differences in STEM Interest, Design Thinking skills, and Subject Knowledge across 7th and 8th-grade students, as well as the relationships between these constructs. A quantitative approach was employed, involving 64 preparatory students from an institute of religious studies in Qatar. Participants engaged in a Design Thinking-based STEM workshop on thermal packaging, followed by a comprehensive survey assessing the three key constructs. The Independent-Samples Mann-Whitney U Test revealed no significant differences between grade levels for STEM Interest (U = 424.500, p = .434), Design Thinking skills (U = 494.000, p = .843), or Subject Knowledge (U = 469.500, p = .873). However, bivariate correlation analysis showed strong positive relationships among the constructs for both grade levels. For 7th-grade students, STEM Interest and Design Thinking Skills were strongly correlated (r = 0.856), while 8th-grade students showed a robust correlation between Design Thinking Skills and Subject Knowledge (r = 0.884). These findings suggest that integrating Design Thinking approaches in STEM education within an Islamic context can effectively enhance students' interest, skills, and knowledge simultaneously. The study highlights the potential of Design Thinking-based STEM workshops to create a synergistic learning environment that aligns with Islamic principles and values while preparing students for contemporary challenges. The research contributes to the growing body of literature on culturally responsive STEM education and provides insights for educators seeking to bridge traditional Islamic teachings with modern technological advancements.

Among the populations loyal to the Islamic Revolution of Iran, there are many educational styles that have in common a model of education based on the Islamic Revolution, which is known as "Revolutionary Education".The present article tries to deal with the concept of "revolutionary education" with the method of conceptual analysis. For this purpose, at first, the types and meanings of revolutionary education were formulated, and then, with the aim of providing a normative definition of "revolutionary education" and "revolutionary man", the semantic elements of "revolutionaryism" were and further, the conceptual boundary of "revolutionary education" with similar concepts in the insider discourse, i.e. Mahdavi education, jihadi education, Basiji education, as well as rival discourses, was defined. After researching and analyzing the meanings and types of "revolutionary education" as well as examining its semantic elements in the discourse of the Islamic revolution, in the definition of "revolutionary education", on the process of helping the educator to fight for justice and rationality with non-divine rule, and acceptance and commitment to divine legislative sovereignty; Along with approval, participation, supervision and criticism were emphasized in the Islamic government. Also, the concept of "revolutionary education" in other discourses (post-modern, neo-Marxist and critical approaches) is different from this concept in the discourse of the Islamic Revolution, in terms of infrastructure and superstructure.

This research delves into the comprehensive and adaptable concept of Islamic education as articulated by Abuddin Nata. The study aims to explore Abuddin Nata’s biography, his perspectives on Islamic education, and their relevance to contemporary Islamic educational practices. Employing a qualitative approach, specifically library research, this study draws from primary sources—books authored by Abuddin Nata—and secondary sources, including relevant books and journals. The analysis method employed is descriptive-analytical. The findings reveal that Abuddin Nata’s proposed Islamic education aligns with perennialist principles, emphasizing universality, balance, clarity, realism, and dynamism. These principles ensure that Islamic education remains steadfast in its core values, objectives, and distinctive features, despite societal changes. Abuddin Nata’s concept underscores a holistic and comprehensive approach grounded in divine values, making it relevant across different epochs. This study also highlights the alignment of Abuddin Nata's principles with modern educational frameworks, such as character education and competency-based curricula, showcasing their continued relevance.

This research aims to analyze program factors, implementation, evaluation and barriers to curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and the Faculty of Islamic Religion (FAI) Muhammadiyah University of North Sumatra (UMSU) in the Integrated Undergraduate Program. This research method uses a qualitative approach with a descriptive type. Data collection techniques include interviews, observation and documentation studies. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. Research findings show; 1) The curriculum integration program between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is a strategic collaboration to provide service diplomas to students, as well as facilitate students to continue higher education and improve the quality of Islamic education. 2) Implementation of curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is carried out through three aspects, namely integration of lecture schedules, integration of courses, and integration of assessments. 3) Evaluation of curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is carried out every semester. This program is able to provide positive impacts such as stability in student numbers, increasing student interest in learning, increasing the number of students with various abilities. 4) Obstacles in implementing curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah include; lack of communication and coordination, time and cost constraints, delays and division of focus, curriculum changes, and students' perceptions of the value of knowledge.

This paper explores the concept of adab in Islamic education in Singapore and argues that it is an integral but relatively misunderstood and neglected concept. Adab is a term that embraces holism and forms the basis of an epistemic framework of an Islamic way of knowing. It is concerned with the education of the intellect and the spirit in the development of a morally upright person. Adab is also considered to be a set of ethical values serving as a spiritual beacon to provide order and clarity to knowledge. Unfortunately, due to colonisation and the secularisation of the Islamic education system in Singapore, adab has suffered a diminution, both in meaning and application. It is now taken to refer almost entirely to notions of good etiquette and reduced only to traditional understandings of social grace. Based on interviews with Islamic education subject matter experts, we identify and clarify the correct understanding and value of this concept. The paper also suggests that the correct and proper consideration of adab provides us with the opportunity to examine and reconsider the core values of Islamic education and its relevance in secular education. [ABSTRACT FROM AUTHOR]

In context of higher education, particularly in Islamic Universities (PTI), the demand for academic and moral excellence is essential. Lecturers have a central role in shaping student character, but sometimes academic competence is emphasized more than personality competence. The concept of "Unveiling Excellence" draws attention to efforts to uncover the superior potential of the personality competencies of PTI lecturers through the integration of Islamic values. This study aims to identify and describe the Islamic values on the competence of lecturers' personalities. With a deeper understanding of the Islamic values regarding the competence of lecturers' personalities, PTI can be more effective in shaping student character through Islamic teachings and producing academically and morally qualified graduates. Qualitative methods are used through literature studies, interviews, and focus group discussions (FGDs) with Islamic Education experts. The research findings revealed eight Islamic values on the competence of the lecturer's personality, namely patience (Sabr), wise (hikmah), forgiving (al afu), shame (al haya), self-control (muraqabah), humble (tawadhu), empathy (ta'atuf), and politeness (adab). These findings highlight the need to integrate Islamic values into lecturers' competency, thereby providing an educational environment that promotes the building of student character through Islamic teachings. [ABSTRACT FROM AUTHOR]

Islamic Boarding School, which is synonymous with the spirit of Islamic education and the study of Islamic law, needs to empower students and benefit from the surrounding community. Thus can synergize for community development. The purpose of this community service is to develop the ability of the sociopreuneurship spirit of students to have life skills for independence and be able to maintain the independence of the community around the Islamic boarding school. In addition, it is to be able to transform this spirit of independence in the surrounding community. One of which is the Daarut Tauhid Islamic boarding school in Bandung, West Java, where community service was carried out between LPPM Unisba and UITM. This method is carried out through training and mentoring in entrepreneurship practices. Data analysis were done using qualitative method with pretest and posttest. The result is that entrepreneurial activities were able to have an economic impact and life skills for the students. Economic impact can contribute to Islamic Boarding Schools in land development and subsidizing students' personal needs. While the impact of life skills is in the form of instilling entrepreneurial values in students. These values include self-confidence, taking risks, leadership, creative, and innovative santripreuneurship. [ABSTRACT FROM AUTHOR]

Tasawwuf or Islamic mysticism holds a significant place in Islamic scholarship and spirituality. Its literature has contributed profoundly to the development of Islamic thought, ethics, and education. However, despite the undeniable influence of Tasawwuf literature on Islamic education, a comprehensive bibliometric analysis of this body of work remains lacking. To address this gap, it is crucial to explore and quantify the scholarly output, dissemination, and impact of Tasawwuf -related research within the context of Islamic education. In this bibliometric study utilizes a systematic approach to analyze a vast corpus of academic literature. We begin by collecting relevant research articles papers from reputable academic databases and repositories. Subsequently, we employ bibliometric techniques, including citation analysis, co-authorship networks, and keyword mapping, to assess the trends, patterns, and connections within Tasawwuf literature in the context of Islamic education. The findings of this study are expected to reveal the most influential works, prolific authors, and leading academic institutions in the field of Tasawwuf literature within Islamic education. Additionally, the analysis will identify emerging research themes and gaps in the existing literature. Insights into the evolution of Tasawwuf scholarship and its intersections with Islamic education will be provided. Conclusion, this bibliometric study will offer valuable insights into the scholarly contributions of Tasawwuf literature to the field of Islamic education. By mapping the intellectual network and identifying influential works and authors, it will facilitate future research directions and promote a greater understanding of the historical and contemporary significance of Tasawwuf within Islamic education. [ABSTRACT FROM AUTHOR]

Currently, Islamic education is not only a subject to be studied and understood but also to be practiced. The effectiveness of teaching methods and media selection by teachers greatly influences the success of the learning process. In elementary schools, Islamic Religious Education (PAI) is often not maximized due to limited interactive learning processes, leading to passive student participation. This study aims to develop interactive multimedia for teaching the story of Prophet Muhammad's migration to Medina using Lectora Inspire software, assess its usability, and determine its effectiveness. Using the Research and Development (R&D) method, this study follows eight steps adapted from Borg and Gall's model: potential and problems identification, data collection, product design, design validation, design revision, product testing, product testing revision, and final product. The research found that interactive multimedia significantly enhances students' understanding and engagement, as it provides a concrete representation of abstract concepts. The developed multimedia was validated for content and practicality, showing high effectiveness and user satisfaction. Interactive multimedia fosters an engaging learning environment, increases motivation, and positively impacts student performance. These findings suggest that the use of Lectora Inspire for creating interactive multimedia is a valid, attractive, and practical educational tool for teaching PAI in elementary schools. [ABSTRACT FROM AUTHOR]

The study aimed to identify the effectiveness of a program based on the constructivist approach to teaching jurisprudence in developing health concepts for first-year secondary school students in Amran Governorate in the Republic of Yemen. To achieve the objectives of this study, the researcher prepared a list of health concepts consisting of (40) sub-concepts, distributed in (7) main fields, and built a program based on the constructivist approach to teach the subject of Islamic jurisprudence related to the development of health concepts. The researcher used the semi-experimental approach with a one-group design. The instrument of this study was a test including health concepts. The sample of the study consisted of (60) male and female students who were chosen intentionally from (3) three various schools of firs-tyear secondary school students in Amran Governorate. The study was conducted during the second semester of the 2022/2023 academic year In Amran. The study concluded the following results: There were statistically significant differences at the level of (0.001) between the average scores of the experimental group members in the pre-and post-applications of the health concepts test. The differences were in the direction of the post-application. The results also revealed the effectiveness of the program based on the constructivist approach to teaching jurisprudence to develop health concepts for first-year secondary school students in Amran City. Therefore, the study recommended benefiting from the list of health concepts that this study concluded when preparing health development programs to teach any course of the branches of Islamic education for the secondary stage. Additionally, the study recommended including the concepts of health and awareness in the Islamic education curriculum in the secondary stage and providing students with positive attitudes toward them. [ABSTRACT FROM AUTHOR]

In recent years, research into educational leadership has prompted growing appreciation for the critical role which both cultural and societal tenets can have in shaping school leadership approaches. With that in mind, this study examines a school leadership model grounded in Islamic values and beliefs. More specifically, this study attempts to develop an Islamic-Oriented Educational Leadership (IOEL) model for Muslim school leaders. This is an exploratory study designed within a qualitative paradigm of the interpretive, grounded theory process. Data were collected from twenty-four international experts in Islamic educational leadership. Two main themes related to the IOEL model emerged from data analysis, namely: (a) Holistic Islamic Education, and (b) Cultivating Effective Model Leaders. Moreover, the researchers assert that the ways in which a school principal's ethical and religious beliefs affect their mindset illustrate the significance of context in shaping school leadership. This study's findings have practical implications. [ABSTRACT FROM AUTHOR]