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"Islamic schools"
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The proudest blue : a story of hijab and family
Faizah relates how she feels on the first day her sister, sixth-grader Asiya, wears a hijab to school.
Book
How Can Islamic Primary Schools Contribute to Social Integration?
The first Islamic primary schools were established in the Netherlands in 1988. Since then, the schools have regularly come under fire. Critics fear that religious segregation hinders the social integration of children. In contrast, this article shows, based on the results of my previous research, how Islamic schools can contribute to the reciprocal process of social integration in the Dutch plural society.
Journal Article
Exploring Motivations and Benefits of Volunteering: The Perspectives of High School Students in Selected Australian Islamic Schools
Substantial research in educational and non-educational contexts demonstrates the importance and value of volunteering broadly and among young people specifically. However, there is no research that explores volunteering from the perspectives of students in Australian Islamic schools. To fill this gap, this paper explores the motivations for, and benefits of, volunteering from the perspectives of high school students in three Australian Islamic schools (AIS). The research utilised a phenomenological qualitative approach to explore the lived experience of these students vis-à-vis volunteering. Semi-structured interviews were conducted with 26 (13 male and 13 female) high school students (HSS) (year 10 to 12) at three AIS across three states. The findings demonstrate that students were motivated to volunteer because of intrinsic religious reasons, self-satisfaction and development, altruism, knowledge and skill-based enhancement, social motives, employment-based motives, and inspiring parents’ motive. The benefits include individual and societal development, enhanced involvement and belonging within mainstream society, and countering Islamophobia.
Journal Article
DEVELOPING TPACK OF EFL TEACHERS IN ISLAMIC BOARDING SCHOOLS THROUGH A TPACK-BASED COURSE
Numerous studies have delved into TPACK framework integration in EFL regular classrooms, but less studies have researched its implementation in an Islamic boarding school setting. This study aims to investigate the impact of a TPACK-based course on the understanding and application of TPACK of EFL teachers in Islamic boarding schools in the Indonesian context. This qualitative study was conducted within six months from July 2024 to December 2024. The participants were four female EFL teachers at two Islamic boarding schools in Lamongan, East Java, Indonesia. This study collected data from multiple sources, including classroom observations, interviews, documents, and audiovisual materials. The research findings reveal that the course positively impacted teachers’ TPACK development, especially in terms of technological domains and the teachers’ ability to integrate technology into their teaching. Furthermore, the course has fostered a shift from traditional, teacher-centered practices to more dynamic, student-centered approaches. While barriers such as limited access to resources and lacks of creativity and innovation in utilizing technology posed challenges, the teachers’ increased confidence in using digital tools and their proactive approach to overcoming obstacles were clear indicators of the course’s success.
Journal Article
Evaluating impact of the education foundation law in management system of the private Indonesian Islamic school
In this paper, we evaluate the impact of the education foundation law in the management system of the private Indonesian Islamic school. Islamic schools or madrasas are the goal of the Muslim community to educate their children where Islamic knowledge and sciences technologies are combined. The private madrasas were initiated, established and organised by the governing boards. Rapidly growing of the private madrasa but lack of management system makes the Indonesian government to stipulate law number 16 of 2001 and law number 28 of 2004. A total of 251 respondents from various foundations among six cities in Indonesia were contacted and interviewed. Instrument analysis was performed using the Rasch model approach through the Winsteps program. We observe that three groups of respondents have the same characteristics of answers. It indicates the tendency of respondents to more agree and practice the mentioned items. The respondents were found to face great difficulties when answering dual positions and authority of the governing boards. We conclude a small impact of the applicable law in the management system of the private madrasa.
Journal Article
Violence and traumatic exposures among islamic high school students in thailand's subnational conflict
Since 2004, nearly 7,000 people have been killed in Thailand's subnational conflict in its southernmost provinces - one of the longest running domestic insurgencies in Southeast Asia. This study assesses exposure to conflict-related trauma among a sample of high school students (n = 419) in Islamic private schools within the conflict-affected area. Responses to the Posttraumatic Stress Disorder Check List 6-item version indicated that 18.6% of the students had symptomology consistent with probable posttraumatic stress disorder (PTSD). A survey of traumatic events specific to the conflict area was constructed, identifying the types and frequency of exposure to conflict-related traumatic events among our sample. Correlation analysis showed significant associations between exposure to trauma, with PTSD symptomology, life satisfaction, happiness and perceptions of neighbourhood security. Results of this study suggest that many youth in the region experience continuous and multiple forms of trauma that are detrimental to emotional wellbeing, heightening the need to provide protective interventions.
Journal Article
Optimizing the quality of Islamic Senior High School graduates through curriculum management of vocational programs based on pesantrens in East Java, Indonesia
Although recent research on curriculum management has been extensive, the studies focused solely on public schooling sectors. Our study examined curriculum management in Indonesian Islamic schools to fill this gap, given the significant number of Islamic-based schools in Indonesia. Data for this study were collected through semi-structured interviews, passive participation observation, and document studies. The findings were organized into three themes: (1) the design of the curriculum, (2) the implementation of the curriculum, and (3) the evaluation of the curriculum. The analysis suggests curriculum management was enacted under micro, meso, and macro practices. The study revealed three key findings: the curriculum design was anchored by structural administration from the government, the curriculum implementation was based on surrounding needs, and both internal and external stakeholders evaluated the curriculum. Based on these findings, this study recommends a model for designing, implementing, and evaluating curriculum management in other contexts.
Journal Article
