Islamic Education For Adult New-Muslims (Mualaf) In The Global Era: Malaysian And Indonesian Curricula Comparison

Theis Greentree; Asmaji Muhtar, Muna Yastuti Madrah — Tue, 30 Sep 2025 00:00:00 +0700

This study examines the structure, content, and implementation of Islamic education curricula for adult new-Muslims (Mualaf) in the contemporary global context, utilising a comparative analysis of two established institutions: Hidayah Centre Foundation (HCF) in Malaysia and Mualaf Centre Indonesia (MCI). This research aims to analyse the objectives and components of each curricula, identify their similarities and differences, and evaluate their appropriateness for adult new-Muslims within a multicultural and globalised context. A qualitative multiple case study design was applied, involving data collection through in-person interviews with curriculum developers and educators, together with document analysis. The research uses Bereday’s Comparative Model as a structural framework and employs Transformative Learning Theory and Andragogy principles to analyse the findings. Results indicate that HCF employs a tiered and structured methodology, incorporating individual foundational knowledge (Fard ‘Ayn) alongside community-oriented skills, whereas MCI utilises a more informal and adaptable framework that responds to local contexts. Both programs prioritise practical application and learner transformation; however, they differ in terms of standardisation, assessment, and scalability. The study concludes that both curricula provide valuable educational frameworks; however, improvements in structure and global adaptability could enhance their effectiveness. The findings provide essential insights for the development of globally applicable Islamic education curricula for new-Muslims.

The Role of Principals in Improving Teachers' Pedagogic Competence through Continuous Professional Development Programs

Muhammad Mamduh Nuruddin; Taufik, Muchammad Ibnu Muzakir, Mukhlisin — Mon, 29 Sep 2025 00:00:00 +0700

This study aims to analyze the application of school principals' policies in improving the pedagogic competence of teachers in Darunnajah Islamic Boarding School. The research method used is qualitative with a case study approach, which collects data through in-depth interviews with principals, vice principals, and teachers, as well as observation of policy planning and evaluation activities. The data obtained were analyzed using thematic analysis techniques to identify key themes related to policy planning, evaluation, and collaboration in improving pedagogic competence. The results of the study show that the policies implemented by the principal at the Darunnajah Islamic Boarding School focus on structured planning, continuous evaluation, and collaboration with teachers. Systematic planning and regular evaluation have been proven to increase teaching effectiveness. In addition, collaboration between school principals and teachers in designing education policies also strengthens the implementation of policies that are relevant to educational needs. Nonetheless, challenges in implementation such as resistance to change and resource limitations remain obstacles. This research contributes to understanding the importance of inclusive and continuous evaluation-based education policies to improve the pedagogic competence of teachers in Islamic boarding schools

Edukasiana: Journal of Islamic Education

Islamic Education For Adult New-Muslims (Mualaf) In The Global Era: Malaysian And Indonesian Curricula Comparison

The Role of Principals in Improving Teachers' Pedagogic Competence through Continuous Professional Development Programs