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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.

Artificial Intelligence-Assisted Islamic Religious Education: Enhancing Students' Critical Thinking and Ethical Awareness in the Digital Era Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
Ar-rayyan: Journal Of Islamic Education Vol. 1 No. 2: Juli-Des 2024, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, including Islamic Religious Education (IRE). However, limited studies have comprehensively examined the integration of AI to simultaneously enhance students' critical thinking and ethical awareness within Islamic educational contexts. This study aims to analyze the effectiveness of AI-assisted learning in improving students' critical thinking skills while strengthening Islamic ethical values in secondary education. The research employed a mixed-method approach using a sequential explanatory design. Quantitative data were collected through pretest-posttest assessments involving 240 students from Islamic senior high schools, while qualitative data were obtained through classroom observations and in-depth interviews with teachers and students. The findings indicate that AI-assisted learning significantly improves students' analytical thinking, problem-solving ability, learning engagement, and digital literacy. Moreover, when integrated with Islamic ethical principles, AI encourages responsible technology use, strengthens moral reasoning, and promotes reflective learning behaviors. Teachers also demonstrated improved instructional innovation through adaptive learning strategies supported by AI applications. The novelty of this study lies in proposing an integrative framework that combines artificial intelligence, critical thinking development, and Islamic ethical education within a holistic instructional model, providing a new paradigm for digital transformation in Islamic Religious Education

Integrating Maqāṣid al-Sharī'ah into Islamic Religious Education Curriculum A Framework for Sustainable Character Development Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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 implementation of Islamic Religious Education frequently emphasizes cognitive achievement while giving insufficient attention to the broader objectives of Islamic law (Maqāṣid al-Sharī'ah) as the foundation of character formation. This study aims to develop an integrative curriculum framework that incorporates Maqāṣid al-Sharī'ah principles into Islamic Religious Education to foster sustainable character development. A qualitative research design employing document analysis and expert validation was utilized. Data were collected from curriculum documents, educational policies, classical Islamic literature, and interviews with curriculum experts and Islamic education scholars. The results reveal that integrating the five essential dimensions of Maqāṣid al-Sharī'ah protection of religion, life, intellect, lineage, and wealth significantly enriches curriculum content, instructional strategies, and authentic assessment practices. The framework also promotes students' ethical decision-making, social responsibility, environmental awareness, and lifelong learning competencies. Furthermore, curriculum integration encourages interdisciplinary learning aligned with Sustainable Development Goals (SDGs). The novelty of this research lies in constructing a comprehensive Maqāṣid-based curriculum model specifically designed for contemporary Islamic Religious Education, bridging classical Islamic educational philosophy with twenty-first-century educational demands

Deep Learning-Based Islamic Religious Education: Transforming Higher-Order Thinking Skills in Contemporary Classrooms Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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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The implementation of deep learning has emerged as a major educational paradigm emphasizing conceptual understanding, critical inquiry, and lifelong learning. Nevertheless, Islamic Religious Education continues to rely predominantly on memorization-oriented instructional approaches. This study aims to investigate the effectiveness of deep learning strategies in improving higher-order thinking skills among students studying Islamic Religious Education. A quasi-experimental research design involving 216 secondary school students was implemented using experimental and control groups. Data were collected through critical thinking tests, classroom observations, learning motivation scales, and reflective journals. Statistical analyses revealed that students exposed to deep learning strategies demonstrated significantly higher levels of critical thinking, analytical reasoning, problem-solving ability, collaborative learning, and conceptual understanding than those receiving conventional instruction. Deep learning also promoted reflective engagement with Islamic teachings and encouraged students to relate religious principles to contemporary social issues. The novelty of this study lies in proposing a Deep Learning-Based Islamic Religious Education Model that integrates inquiry-based pedagogy, reflective practice, and authentic assessment to transform Islamic learning into a more meaningful and intellectually engaging educational experience

Learning Analytics in Islamic Religious Education: Predicting Students’ Learning Achievement through Educational Data Mining Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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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The increasing availability of educational data has opened new opportunities for improving instructional decision-making through learning analytics. However, its application in Islamic Religious Education (IRE) remains limited, particularly in predicting students’ academic achievement and learning behavior. This study aims to develop a learning analytics model capable of identifying learning patterns and predicting students’ performance in IRE. A quantitative research design employing Educational Data Mining (EDM) techniques was conducted using learning management system (LMS) data from 512 secondary school students. Data included attendance records, assignment completion, online participation, quiz scores, and learning engagement indicators. Machine learning algorithms, including Decision Tree, Random Forest, and Support Vector Machine, were employed to develop predictive models. The findings reveal that learning engagement, assignment consistency, and reflective participation significantly predict students’ academic achievement. Furthermore, predictive analytics enables teachers to identify at-risk learners early and provide personalized interventions to improve learning outcomes. The novelty of this study lies in proposing the Islamic Learning Analytics Framework, integrating educational data mining, predictive modeling, and Islamic pedagogical principles to support evidence-based instructional decision-making

Islamic Education and Environmental Ethics: Integrating Eco-Theology into Sustainable Learning Practices Khalid Abdullah Al Muzaini; Mohammad Ahmad Bani Amer; Markhabat Bolat; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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.v1i2.50

This study aims to develop an Islamic educational framework that integrates environmental ethics with sustainable learning practices through the perspective of Islamic eco-theology. A qualitative library research approach was employed by examining scholarly literature on Islamic environmental ethics, sustainability education, ecological theology, and curriculum development. Data were analyzed using thematic content analysis to identify the relationship between Qur'anic environmental principles and contemporary educational practices. The findings indicate that Islamic education possesses a comprehensive ethical foundation for promoting environmental stewardship through the concepts of khalīfah (vicegerency), amānah (trust), mīzān (balance), and iṣlāḥ (environmental restoration). Integrating these principles into educational practices encourages students to develop ecological awareness, environmental responsibility, and sustainable lifestyles while strengthening their spiritual commitment. The proposed framework combines Islamic environmental ethics with sustainability-oriented pedagogy to support holistic student development. The novelty of this study lies in constructing an integrated eco-theological educational framework that bridges Islamic teachings with contemporary sustainability education

Metaverse-Based Islamic Religious Education: Reimagining Immersive Learning for Future Islamic Classrooms Markhabat Bolat; Mohammad Ahmad Bani Amer; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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.v2i1.42

The development of the metaverse introduces new possibilities for immersive, interactive, and collaborative educational experiences. However, scholarly discussions regarding its application in Islamic Religious Education remain scarce. This study aims to explore the pedagogical potential of metaverse technology in creating meaningful Islamic learning experiences while preserving religious values. A design-based research methodology was implemented through prototype development, expert validation, pilot implementation, and user evaluation involving teachers and university students. Data were collected through usability testing, interviews, learning achievement assessments, and user experience surveys. The findings indicate that metaverse-based learning enhances student engagement, collaborative interaction, experiential understanding of Islamic history, and practical learning of religious rituals through virtual simulation. Nevertheless, issues related to accessibility, digital ethics, infrastructure readiness, and religious authenticity require careful consideration. The novelty of this study lies in introducing the Islamic Metaverse Learning Ecosystem, an instructional framework integrating immersive technology, Islamic pedagogy, collaborative learning, and ethical digital engagement for future Islamic education.

Inclusive Islamic Religious Education: Developing Equitable Learning Models for Students with Special Educational Needs Mohammad Ahmad Bani Amer; Markhabat Bolat; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
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.v3i1.39

Inclusive education has become a global educational priority, yet many Islamic educational institutions continue to face challenges in providing equitable learning opportunities for students with special educational needs. This study aims to develop an inclusive instructional model for Islamic Religious Education that accommodates learner diversity while maintaining educational quality and Islamic values. A Design-Based Research (DBR) methodology was employed involving curriculum adaptation, teacher training, classroom implementation, and iterative evaluation. Participants included teachers, school administrators, students with special educational needs, and parents from inclusive Islamic schools. Data were analyzed using thematic analysis and descriptive statistics. The findings indicate that differentiated instruction, Universal Design for Learning (UDL), collaborative teaching, assistive technologies, and flexible assessment substantially improve students’ participation, learning achievement, social interaction, and religious engagement. Teachers also reported increased confidence in managing inclusive classrooms. The novelty of this study lies in proposing an Inclusive Islamic Learning Framework that integrates Universal Design for Learning, differentiated pedagogy, and Islamic educational philosophy into a comprehensive model for equitable Islamic Religious Education

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