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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

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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

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

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