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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.

Digital Islamic Literacy and Students' Religious Moderation: Evidence from Indonesian Islamic Senior High Schools Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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The widespread use of digital media has reshaped students' access to religious knowledge while simultaneously increasing exposure to misinformation and religious extremism. Consequently, strengthening digital Islamic literacy has become increasingly important in promoting religious moderation among students. This study aims to investigate the relationship between digital Islamic literacy and students' attitudes toward religious moderation in Islamic senior high schools in Indonesia. A quantitative correlational design was employed involving 487 students selected through stratified random sampling. Data were analyzed using Structural Equation Modeling (SEM). The findings demonstrate that digital Islamic literacy positively influences students' understanding of Islamic teachings, critical evaluation of online religious information, tolerance toward diversity, and rejection of extremist narratives. Students with higher levels of digital literacy exhibit significantly stronger attitudes toward peaceful coexistence and inclusive religious perspectives. The study further identifies teachers' digital competence and school culture as important mediating factors. The novelty of this research is the development of an integrated conceptual model linking digital Islamic literacy, critical religious reasoning, and religious moderation, offering empirical evidence for strengthening Islamic education in the digital era.

Green Islamic Education: Integrating Environmental Ethics into Islamic Religious Education for Sustainable Development Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Environmental degradation has become one of the most pressing global challenges, requiring educational institutions to cultivate ecological awareness and responsible environmental behavior among students. Islamic Religious Education possesses strong theological foundations for environmental stewardship; however, these values remain insufficiently integrated into classroom instruction. This study aims to develop a Green Islamic Education framework that incorporates Islamic environmental ethics into the teaching and learning process. A qualitative design based on library research and multiple case studies was employed. Data were obtained through curriculum analysis, classroom observations, interviews with teachers, and institutional document reviews. The results demonstrate that integrating Qur’anic environmental values, prophetic traditions, project-based ecological activities, and community participation significantly enhances students’ environmental literacy, ecological responsibility, and sustainable lifestyles. The framework also encourages interdisciplinary collaboration aligned with Sustainable Development Goals (SDGs). The novelty of this study is the formulation of a comprehensive Green Islamic Education model that combines Islamic ecological theology, environmental education, and sustainability competencies within contemporary Islamic Religious Education

Authentic Assessment in Islamic Religious Education: Measuring Students’ Holistic Competencies through Performance-Based Evaluation Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Assessment in Islamic Religious Education has traditionally focused on measuring cognitive achievement, often neglecting students’ affective and behavioral competencies. This study aims to develop an authentic assessment model capable of comprehensively evaluating students’ knowledge, attitudes, skills, and religious practices. A research and development methodology employing the Borg and Gall model was utilized. The study involved curriculum experts, Islamic education teachers, and secondary school students during instrument development, validation, pilot implementation, and evaluation stages. Data were analyzed using content validity, reliability testing, and descriptive statistics. The findings indicate that authentic assessment using portfolios, reflective journals, project evaluations, self-assessment, peer assessment, and performance tasks provides a more comprehensive understanding of students’ learning outcomes. Teachers also reported greater effectiveness in monitoring students’ character development, religious practice, and collaborative skills. The assessment model aligns well with competency-based curricula and supports continuous learning improvement. The novelty of this study lies in constructing a Holistic Authentic Assessment Framework specifically designed for Islamic Religious Education, integrating cognitive, affective, psychomotor, and spiritual domains into a unified evaluation system

Integrating Computational Thinking into Islamic Religious Education: Developing Twenty-First Century Problem-Solving Competencies Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v3i1.37

Computational Thinking (CT) has become an essential competency for students in the digital era. However, its integration into Islamic Religious Education has received little scholarly attention. This study aims to formulate a conceptual framework for integrating Computational Thinking into Islamic Religious Education while maintaining the integrity of Islamic values and pedagogical objectives. A mixed-method sequential explanatory design was employed. Quantitative data were collected from 328 students through competency assessments, while qualitative data were obtained through interviews with teachers and curriculum experts. The findings reveal that integrating decomposition, pattern recognition, abstraction, and algorithmic thinking into Islamic learning activities significantly enhances students’ analytical reasoning, decision-making abilities, and problem-solving competencies. Students also demonstrated greater capacity to apply Islamic teachings when addressing contemporary ethical and social issues. Teachers reported increased instructional innovation and higher classroom engagement. The novelty of this research lies in proposing the Islamic Computational Thinking Integration Framework, combining computational thinking competencies with Islamic ethical reasoning to prepare students for the challenges of Education 5.0.

The Role of Islamic Pedagogy in Developing Moral and Ethical Leaders for the 21st Century Huzaiman Hushin; Mahmoud Abdullah; Mukhlis Mukhlis; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i2.6

This study investigates the role of Islamic pedagogy in developing moral and ethical leaders for the 21st century. By focusing on the teachings of Islamic scholars, the paper examines how Islamic educational systems emphasize the development of character, leadership skills, and ethical decision-making in students. The research highlights how Islamic pedagogy, with its focus on integrity, justice, and responsibility, contributes to shaping future leaders who are not only intellectually competent but also morally grounded. The study also evaluates contemporary Islamic educational institutions and their efforts to instill leadership qualities in students. The paper concludes by offering practical recommendations for integrating Islamic pedagogical principles into leadership development programs in educational settings

Strengthening Mental Well-Being Through Islamic Education: A Holistic Framework for Student Development Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v1i2.51

This study explores the contribution of Islamic education to strengthening students' mental well-being through a holistic educational approach. Using qualitative library research, the study synthesizes scholarly literature concerning Islamic psychology, educational well-being, character education, and spiritual development. The findings demonstrate that Islamic education contributes significantly to students' psychological resilience by integrating spiritual awareness, emotional regulation, moral development, gratitude, patience, and social responsibility into educational practices. Learning experiences grounded in Qur'anic values encourage students to develop positive coping strategies, emotional intelligence, and meaningful life perspectives. The study proposes a holistic educational framework integrating spiritual, emotional, cognitive, and social dimensions to promote students' overall well-being. The novelty of this study lies in presenting a comprehensive conceptual model that connects Islamic educational philosophy with contemporary mental well-being frameworks while maintaining the centrality of spiritual development

Islamic Religious Education in Society 5.0: Developing Human-Centered Learning for Sustainable Future Competencies Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i1.43

The Society 5.0 paradigm emphasizes the harmonious integration of advanced technologies with human-centered values to address increasingly complex societal challenges. Islamic Religious Education is expected to contribute not only to students’ religious understanding but also to the development of competencies required for sustainable human civilization. This study aims to formulate a human-centered Islamic learning model aligned with the principles of Society 5.0. A qualitative conceptual research design was adopted through literature synthesis, policy analysis, and expert consultation. The findings demonstrate that Islamic Religious Education can effectively promote creativity, critical thinking, collaboration, digital competence, ethical leadership, and social responsibility when integrated with contemporary pedagogical innovations. Furthermore, Islamic values provide a strong ethical foundation for balancing technological advancement with human dignity and environmental sustainability. The novelty of this study lies in developing the Society 5.0 Islamic Education Framework, integrating future competencies, technological literacy, sustainable development, and Islamic moral values into a comprehensive educational paradigm

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