Treffer: Designing a Pedagogical Model for Islamic Legal Literacy and Religious Moderation in Contemporary Digital Contexts.

This study aimed to design an integrative instructional model to enhance Islamic legal literacy, maṣlaḥah reasoning, and the character of religious moderation character through digital technology. Employing a Research and Development (R&D) approach tailored for Islamic higher education, the research involved needs analysis, model development, expert validation, limited trials, and large-scale implementation. Data were analyzed using descriptive statistics, the Shapiro–Wilk test for normality, paired t-tests, and N-Gain calculations. Conducted in four teacher education institutions in West Java, Indonesia, the study involved 16 lecturers and 375 students in the initial phase, 20 students in the limited trial, and 127 students with 8 lecturers in the implementation phase. The needs analysis underscored the urgency for an integrative learning model. As a result, the MASLAHAH model was developed—an acronym for eight structured instructional stages: Mapping Readiness, Access Core Texts, Synthesize Concepts, Learn through Cases, Argue with Maqāṣid, Humanize with Moderation, Apply in Community Context, and Highlight Reflections & Evaluate. The model significantly improved Islamic legal literacy (N-Gain = 0.72), maṣlaḥah reasoning (0.72), and moderate character (0.82). Expert validation rated the model’s feasibility at 87.4%. This study presents the MASLAHAH model as a novel pedagogical contribution to Islamic legal education, offering a structured and digitally enhanced framework for cultivating contextual, reflective, and moderate educators in pluralistic societies. In a broader perspective, the model also supports the achievement of Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) by promoting inclusive and value-based learning, and Goal 16 (Peace, Justice, and Strong Institutions) by fostering moderation, tolerance, and social justice in diverse communities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Studies Education Research / Sosyal Bilgiler Eğitimi Araştırmaları Dergisi is the property of Association for Social Studies Educators (ASSE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)