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Reconstructing Islamic Education in the Age of Artificial Intelligence Toward a Human-Centered and Ethical Learning Paradigm Ainul Jaria Maidin; Salma Begum; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary; Abdallah El-Khatib
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.26

This study aims to reconstruct Islamic education in the age of artificial intelligence by developing a human-centered and ethical learning paradigm. The rapid integration of AI in education has transformed learning processes, yet it raises significant ethical and pedagogical concerns, particularly in relation to human agency, moral development, and spiritual formation. The study employs a qualitative library research design using a systematic literature review approach of scholarly works. Data were analyzed through thematic content analysis to identify key themes related to Islamic education, AI integration, digital ethics, and human centered learning. The findings reveal that AI enhances educational efficiency through personalization, assessment automation, and accessibility; however, it also introduces challenges such as ethical risks, algorithmic bias, data privacy issues, and reduced human interaction. The study identifies that Islamic educational principles including taqwā, ‘adl, raḥmah, and adab provide a strong ethical foundation for guiding AI integration. The novelty of this research lies in the development of the Human-Centered Islamic AI Education Framework (HCAIEF), which integrates Islamic educational philosophy with contemporary AI ethics and human-centered learning theory. The study concludes that AI should function as a supportive tool that enhances, rather than replaces, human, moral, and spiritual dimensions of education.

Integrating Maqashid al-Shari’ah into Sustainable Education: An Islamic Perspective on Global Citizenship Education Salma Begum; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary; Abdallah El-Khatib; Ainul Jaria Maidin
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i1.22

This study examines the integration of Maqāṣid al-Sharī‘ah into sustainable education as an Islamic framework for Global Citizenship Education (GCED). The research aims to explore the conceptual relationship between the higher objectives of Islamic law, sustainable education, and global citizenship competencies while identifying their potential contributions to contemporary educational challenges. Employing a qualitative library research design, the study utilizes a systematic literature review of scholarly publications, academic books, policy documents, and international reports. Data were analyzed using thematic content analysis to identify recurring concepts, theoretical convergences, and emerging educational trends. The findings reveal substantial alignment between Maqāṣid principles and the objectives of sustainable education, particularly in relation to human dignity, justice, public welfare, environmental stewardship, intellectual development, intercultural understanding, and social responsibility. The study further demonstrates that Maqāṣid-oriented education offers a holistic approach to learner development by integrating ethical, intellectual, spiritual, social, and ecological dimensions. The novelty of this research lies in the development of the Maqāṣid-Based Global Citizenship Education Framework (MB-GCEF), which synthesizes Islamic educational philosophy, sustainability education, and Global Citizenship Education into a comprehensive conceptual model. The framework provides a culturally inclusive and ethically grounded foundation for preparing learners to address contemporary global challenges while remaining committed to Islamic values. The study concludes that Maqāṣid al-Sharī‘ah can serve as a transformative educational paradigm capable of supporting sustainable development and responsible global citizenship in diverse educational contexts.

Analysis of the Islamic Religious Education Curriculum and the Function of Achieving Character Education Goals Ainul Jaria Maidin; Salma Begum; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary; Abdallah El-Khatib
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i1.29

This study analyzes the Islamic Religious Education (PAI) curriculum in relation to the achievement of character education goals in Indonesia. Character education is an integral part of the national education system aimed at developing students' moral and ethical values. The PAI curriculum plays a crucial role in achieving this goal through the teaching of religious values integrated into various aspects of learning. The research methods used include literature review and analysis of the applicable PAI curriculum documents. The results show that the PAI curriculum is designed to develop students' character through materials covering aspects of faith, worship, and morality. However, there are challenges in its implementation, such as the lack of teacher training, limited resources, and the mismatch between theory and practice in the field. To address these challenges, it is recommended to enhance teacher competencies through continuous training, provide adequate educational resources, and conduct ongoing curriculum evaluations. Thus, the PAI curriculum can be more effective in supporting the formation of students' integrity, ethics, and strong personalities in accordance with national education goals

Generative Artificial Intelligence in Islamic Religious Education: Opportunities, Ethical Challenges, and Pedagogical Transformation Ainul Jaria Maidin; Faruk Kerem Sentürk; Ihsan Yilmaz; Esraa Al-Sarray
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v3i1.40

The emergence of Generative Artificial Intelligence (GenAI) has significantly transformed educational practices by enabling personalized learning, automated content generation, and intelligent tutoring systems. Despite its growing adoption, limited research has examined its pedagogical implications within Islamic Religious Education (IRE). This study aims to analyze the opportunities, ethical challenges, and educational impacts of integrating GenAI into Islamic Religious Education. A qualitative research approach employing a systematic literature review and expert interviews was conducted. Data were analyzed using thematic analysis to identify key trends in AI-assisted Islamic learning. The findings indicate that GenAI enhances personalized instruction, supports adaptive learning, facilitates lesson planning, and improves students’ engagement with Islamic learning materials. However, ethical concerns—including academic integrity, algorithmic bias, misinformation, and excessive technological dependence—necessitate comprehensive ethical guidelines grounded in Islamic values. The study proposes an Islamic AI governance framework emphasizing transparency, accountability, digital ethics, and responsible AI use. The novelty of this research lies in developing an Islamic Generative AI Pedagogical Framework that integrates technological innovation with Islamic educational philosophy, providing practical guidance for responsible AI implementation in twenty-first-century Islamic education.

Digital Citizenship Education in Islamic Religious Education: Cultivating Responsible Muslim Citizens in the Digital Society Faruk Kerem Sentürk; Ihsan Yilmaz; Esraa Al-Sarray; Ainul Jaria Maidin
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 2, No 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v2i1.41

Digital citizenship has become a fundamental competency for students navigating increasingly complex digital environments. Nevertheless, its integration into Islamic Religious Education remains underexplored. This study aims to develop a conceptual model for integrating digital citizenship education with Islamic ethical principles to foster responsible digital behavior among Muslim students. A mixed-method design was employed involving surveys of 436 students, interviews with teachers, and focus group discussions with educational experts. Quantitative data were analyzed using Structural Equation Modeling, while qualitative findings were examined through thematic analysis. The results reveal that digital citizenship education integrated with Islamic values significantly enhances students’ digital responsibility, media literacy, online ethics, cyber safety awareness, and respectful digital communication. Students also demonstrate greater critical evaluation of online religious content and increased resistance to misinformation and hate speech. The novelty of this research lies in proposing the Islamic Digital Citizenship Education Model, integrating digital competence, Qur'anic ethics, civic responsibility, and media literacy into a unified framework for Islamic Religious Education

Inclusive Islamic Education for Learners with Disabilities: Reconstructing Equitable Pedagogical Practices in Contemporary Madrasahs Mukhlis Mukhlis; Ainul Jaria Maidin; Faruk Kerem Sentürk; Ihsan Yilmaz; Esraa Al-Sarray
Al-Mukhlashin: Jurnal Multidisiplin Ilmu Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/am.v1i2.49

This study investigates strategies for reconstructing inclusive Islamic education to ensure equitable learning opportunities for students with disabilities in contemporary madrasahs. A qualitative library research approach was employed through a systematic analysis of literature concerning inclusive education, Islamic educational philosophy, disability studies, and educational equity. The findings indicate that Islamic teachings strongly support inclusive educational practices grounded in justice, compassion, equality, and respect for human dignity. However, challenges remain regarding teacher preparedness, curriculum adaptation, accessibility, and institutional policy. The study proposes an Inclusive Islamic Pedagogical Framework integrating universal design for learning, differentiated instruction, Islamic ethical values, and collaborative educational support systems. The novelty of this study lies in presenting a comprehensive conceptual framework that bridges Islamic educational philosophy with contemporary inclusive education principles to improve educational access and participation for learners with disabilities

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