Assimilate The Qur'an's View with Science and Technology Perspectives

Mohammed, Datu; Aini, Qurotul; Supriyanti, Dedeh; Sulistiawati, Sulistiawati; Anggraeni, Mey

doi:10.34306/att.v3i1.141

Cited by 2 publications

(2 citation statements)

References 24 publications

(20 reference statements)

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“…This research includes explanatory and qualitative, a study model to find and explain causal relationships between variables through hypothesis testing using a quantitative approach and will be analyzed qualitatively and quantitatively to explain the causal relationship between variables through hypothesis testing and variable analysis -the research variables. By testing the variables related to zakat knowledge, religiosity, culture, subjective norms, and income on the interests of Muzakki Minang Zakat [10].…”

Section: Methodsmentioning

confidence: 99%

Determinant of Interest in Paying Zakat with Age as a Moderating Variable (Study on Minang Society)

Harmaini

Basri

Arafah

2022

ATM

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This study wants to test whether there is an influence between Zakat Knowledge, Religiosity, Culture, Subjective Norms, and Income on Muzaki Minang's zakat interest in paying zakat, with age as a moderating variable. The purpose of this study will be to analyze and describe the effect of Muzaki Minang's interest in tithing by using a theoretical model. The data collection technique used a questionnaire and sampling was done by purposive sampling with a total of 320 respondents. The population in this study is the Muzaki Minang population who live in West Sumatra and outside West Sumatra. The data analysis technique used is descriptive statistical analysis. The results of this study are the knowledge of zakat and culture variables do not affect Muzaki's interest in zakat. While the interest in paying zakat which has a significant and positive effect is religiosity, subjective norms, and income. There is a moderate relationship between income and age with interest in paying zakat. The dominant age factor is early adulthood (20-40 years) compared to old age (>40 years). The findings of this study are helpful input for the leaders of the indigenous people of West Sumatra in strengthening the understanding of the younger generation about Minang customs. With the increasing understanding of adat for the Minang community, they are interested in paying zakat themselves and using zakat as a tool to improve people's welfare.

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Section: Methodsmentioning

confidence: 99%

Determinant of Interest in Paying Zakat with Age as a Moderating Variable (Study on Minang Society)

Harmaini

Basri

Arafah

2022

ATM

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“…As an indigenous knowledge system, it could similarly be used to enhance effective online teaching and learning in African HE (Daniel et al, 2009; Zireva, 2016). Moreover, Islam, a guiding tenet for Arab African countries and a framework for generating new knowledge in many African universities (Lo, 2016), is integrally connected with technology (Mohammed et al, 2021). Asabiyya, which generally means humanity to others, is considered the Arab equivalent to Ubuntu.…”

Section: Study Approach and Significancementioning

confidence: 99%

African philosophy for successful integration of technology in higher education

Bekele

Amponsah

Karkouti

2023

Brit J Educational Tech

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Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified. Practitioner notesWhat is already known about this topic Multidisciplinary theories developed primarily within Western contexts are used to underpin technology‐enhanced teaching and learning globally. Their primary focus on basic education and their sensitivity to socio‐cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa. African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration. What this paper adds This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa. Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory. Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology‐enhanced spaces. Implications for practice and/or policy The purpose of education in successful technology‐enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education. The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges. The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

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Assimilate The Qur'an's View with Science and Technology Perspectives

Cited by 2 publications

References 24 publications

Determinant of Interest in Paying Zakat with Age as a Moderating Variable (Study on Minang Society)

Determinant of Interest in Paying Zakat with Age as a Moderating Variable (Study on Minang Society)

African philosophy for successful integration of technology in higher education

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