Garuda - Garba Rujukan Digital

The Concept of Human Nature in Islam and Its Implications for the Social Behavior of the Muslim Community Muhammad Yusuf; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi
Integrated Education Journal Vol. 2 No. 2: Integrated Education Journal (July-Des)2025
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/iej.v2i2.197

The concept of the essence of humanity in Islam emphasizes that humans are created by Allah SWT as noble beings with the primary purpose of worshipping Him and serving as stewards (khalifah) on earth. Humans are endowed with intellect, conscience, and an innate nature (fitrah) that distinguishes them from other creatures. The essence of humanity in Islam encompasses three main dimensions: spiritual (ruhaniyah), intellectual (aqliyah), and social (ijtimaiyah). As stewards, humans have the responsibility to cultivate the earth, maintain the balance of nature, and uphold justice. As servants of Allah, humans are required to constantly worship and draw closer to Him through all activities performed with sincere intentions. Understanding this essence of humanity has profound implications for the social behavior of Muslims, encouraging them to uphold justice, promote equality, and care for social welfare. Values such as mutual assistance, solidarity, and tolerance form the foundation for building harmonious social interactions. However, Muslims also face challenges in implementing this concept, such as individualism, social injustice, and moral degradation. To address these challenges, serious efforts are needed through religious education, the enforcement of Islamic values in society, and the development of collective awareness of social responsibility. By understanding and practicing the concept of the essence of humanity in Islam, Muslims can build a just, harmonious, and civilized society

Reimagining Islamic Education in the Age of Artificial Intelligence: Towards a Human-Centered Learning Framework Najeeb Yahya; Mohammad Ahmad Bani Amer; Markhabat Bolat; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi; Ahmad Fauzan Akbar
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i2.17

This study aims to examine how Islamic education can be reimagined in the age of AI through a human-centered learning framework that integrates technological innovation with Islamic educational values. The study employed a qualitative library research approach by systematically reviewing and synthesizing scholarly literature on Artificial Intelligence in Education, Human-Centered Learning, Islamic Educational Philosophy, Human-AI Collaboration, and AI Ethics. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international guidelines published between 2021 and 2026 and analyzed using thematic content analysis. The findings indicate that AI has significant potential to enhance personalized learning, expand educational accessibility, improve instructional effectiveness, and support pedagogical innovation in Islamic educational institutions. However, the integration of AI also raises important concerns related to intellectual dependency, ethical governance, privacy, algorithmic bias, and the preservation of meaningful teacher–student relationships. The study further reveals that Islamic educational concepts such as tarbiyah, ta‘lim, ta’dib, and the framework of Maqāṣid al-Sharīʿah provide a strong ethical and philosophical foundation for guiding responsible AI adoption. The novelty of this study lies in the development of a Human-Centered Learning Framework for Islamic Education that integrates Human-Centered Learning Theory, Artificial Intelligence in Education, Human-AI Collaboration, Islamic Educational Philosophy, and Maqāṣid al-Sharīʿah into a unified conceptual model. The study concludes that AI should function as an augmentative educational partner that supports, rather than replaces, the intellectual, moral, and spiritual roles of educators in fostering holistic human development

The Role of Islamic Pedagogy in Shaping Contemporary Educational Thought: An In-Depth Analysis of Islamic Thought in Modern Education Systems Mukhlis Mukhlis; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi Azmi; Ahmad Fauzan Akbar; Ahmad Nabriz
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i2.188

This study aims to analyze the fundamental principles of Islamic pedagogy and examine their contributions to the development of contemporary educational thought. The study employed a qualitative library research method by critically analyzing and synthesizing classical and contemporary Islamic texts, educational theories, and scholarly literature related to Islamic pedagogy and contemporary educational discourse. The findings indicate that Islamic pedagogy is founded on an integrative educational orientation that combines intellectual development, spiritual cultivation, moral formation, and social responsibility. Four major contributions were identified: the integration of knowledge and values, character and ethical formation, learner-centered educational development, and the cultivation of critical and reflective thinking. These principles demonstrate substantial relevance to contemporary educational challenges, particularly the increasing demand for holistic, humanistic, ethical, and transformative learning. The novelty of this study lies in the formulation of an integrative conceptual perspective that positions Islamic pedagogy not merely as a religious educational tradition but as a relevant epistemological and pedagogical framework for enriching contemporary educational thought. The study therefore contributes to strengthening academic dialogue between Islamic intellectual traditions and modern educational theories

Developing Maqasid al-Shariah-Based Artificial Intelligence Models for Transformative Islamic Education in the Era of Technological Disruption and Knowledge Society Uria Hasnan; Muhammad Eissawy Abu El Yazid; Abubaker Kashada; Mohammad Ahmad Bani Amer; Rahmat Ullah; Ahmad Faizal Syahrul Azmi
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.604

This study aims to develop a novel conceptual framework for Artificial Intelligence based on Maqasid al-Shariah in the context of transforming Islamic education amid technological disruption and the knowledge society. Employing a qualitative approach through library research, the study critically analyzes classical and contemporary literature on Islamic education, artificial intelligence, and Maqasid al-Shariah theory. The novelty of this research lies in the integrative construction of a Maqasid-based AI model that systematically embeds the five essential protections religion, intellect, life, lineage, and wealth into the architecture of educational technology design, moving beyond conventional AI applications that are predominantly technical and value-neutral. The findings demonstrate that AI integration in Islamic education must be normatively guided to ensure alignment with ethical, spiritual, and epistemological principles of Islam. Furthermore, this study introduces a maqasid-driven evaluative and operational framework that not only enhances learning efficiency but also actively fosters spiritual formation, moral integrity, and intellectual development. Unlike prior studies that treat ethics as an external constraint, this research positions Maqasid al-Shariah as an intrinsic design principle within AI systems. The study also identifies critical risks of unregulated AI adoption, including doctrinal distortion, cognitive dependency, privacy violations, moral decline, and excessive commercialization of education. Therefore, it proposes a collaborative and interdisciplinary AI design model involving technologists, educators, and Islamic scholars to ensure value-driven innovation.

Developing Maqasid al-Shariah-Based Artificial Intelligence Models for Transformative Islamic Education in the Era of Technological Disruption and Knowledge Society Uria Hasnan; Muhammad Eissawy Abu El Yazid; Abubaker Kashada; Mohammad Ahmad Bani Amer; Rahmat Ullah; Ahmad Faizal Syahrul Azmi
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.604

This study aims to develop a novel conceptual framework for Artificial Intelligence based on Maqasid al-Shariah in the context of transforming Islamic education amid technological disruption and the knowledge society. Employing a qualitative approach through library research, the study critically analyzes classical and contemporary literature on Islamic education, artificial intelligence, and Maqasid al-Shariah theory. The novelty of this research lies in the integrative construction of a Maqasid-based AI model that systematically embeds the five essential protections religion, intellect, life, lineage, and wealth into the architecture of educational technology design, moving beyond conventional AI applications that are predominantly technical and value-neutral. The findings demonstrate that AI integration in Islamic education must be normatively guided to ensure alignment with ethical, spiritual, and epistemological principles of Islam. Furthermore, this study introduces a maqasid-driven evaluative and operational framework that not only enhances learning efficiency but also actively fosters spiritual formation, moral integrity, and intellectual development. Unlike prior studies that treat ethics as an external constraint, this research positions Maqasid al-Shariah as an intrinsic design principle within AI systems. The study also identifies critical risks of unregulated AI adoption, including doctrinal distortion, cognitive dependency, privacy violations, moral decline, and excessive commercialization of education. Therefore, it proposes a collaborative and interdisciplinary AI design model involving technologists, educators, and Islamic scholars to ensure value-driven innovation.

Islamic Religious Education in the Digital Era through Multidisciplinary Perspectives of Pedagogy Technology and Sociology Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi; Ahmad Fauzan Akbar
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v2i2.9

This study aims to analyze Islamic religious education in the digital era using multidisciplinary perspectives including pedagogy, educational technology, and sociology. The research employs a library research method by examining books, journal articles, and relevant academic sources. The findings indicate that digital technology reshapes learning models, teacher roles, and student engagement in Islamic education. Multidisciplinary integration strengthens critical thinking, contextual understanding, and adaptive religious learning suited to contemporary digital society

Perspectives and Implementation of Multicultural Education: A Comparative Study between Developed and Developing Countries Mukhlis Mukhlis; Ahmad Nabriz; Muhammad Eissawy Abu El Yazid; Muhammad Hasan Basari; Fitri Handayani
Integrated Education Journal Vol. 3 No. 2: Integrated Education Journal (July-Des)2026
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/iej.v3i2.88

This study aims to comparatively analyze the perspectives, policies, implementation, and challenges of multicultural education in developed and developing countries. A qualitative approach was employed using library research, drawing on scholarly journal articles, academic books, educational policy documents, and relevant previous studies. Data were analyzed through comparative content analysis to identify patterns of similarities, differences, challenges, and implementation strategies across the two contexts. The findings indicate that developed countries generally demonstrate more systematic multicultural education policies, stronger institutional support, and better educational infrastructure, yet continue to face social segregation, discrimination, and unequal access to education. Developing countries encounter greater limitations in resources, socioeconomic conditions, and institutional capacity, but demonstrate more adaptive approaches to cultural diversity and local educational needs. The novelty of this study lies in developing a comparative framework that positions structural capacity and contextual adaptation as two key dimensions for understanding the implementation of multicultural education across different national contexts. The findings emphasize that the effectiveness of multicultural education is determined not only by resource availability but also by the capacity of educational systems to integrate diversity values in accordance with local social and cultural contexts. This study contributes to the development of more contextual, inclusive, and responsive multicultural education policies and practices

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search