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Reimagining Character Education in Islamic Schools Through Prophetic Values and Digital Citizenship Competencies Integration Faruk Kerem Sentürk; Esraa Al-Sarray; Farouq Ahmad Faleh Alazzam
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.v1i1.36

The rapid expansion of digital technologies has significantly transformed educational environments, creating new opportunities and challenges for character education in Islamic schools. While digital platforms facilitate learning accessibility, communication, and knowledge sharing, they also expose students to ethical risks such as cyberbullying, misinformation, digital addiction, privacy violations, and declining moral sensitivity. Consequently, Islamic educational institutions are required to redesign character education frameworks that respond effectively to contemporary digital realities while preserving religious and moral values. This study aims to explore the integration of Prophetic Values and Digital Citizenship Competencies as a comprehensive framework for reimagining character education in Islamic schools. Employing a qualitative library research approach concerning Islamic character education, prophetic pedagogy, digital citizenship, educational ethics, and school transformation. The findings indicate that prophetic values, including ṣidq (truthfulness), amānah (trustworthiness), tablīgh (communicative responsibility), and faṭānah (wisdom), provide strong ethical foundations for developing responsible digital citizens. Furthermore, integrating digital citizenship competencies with Islamic moral education enhances students’ ethical awareness, critical thinking, digital responsibility, social participation, and online behavior. The novelty of this study lies in proposing an integrative conceptual framework that systematically connects prophetic educational values with contemporary digital citizenship competencies to support holistic character development in Islamic schools. The study concludes that sustainable character education in the digital age requires a balanced integration of religious ethics, technological literacy, and responsible citizenship practices

Bridging Tradition and Innovation: Transforming Islamic Pedagogy for the Twenty-First Century Faruk Kerem Sentürk; Esraa Al-Sarray; Farouq Ahmad Faleh Alazzam; Ihsan Yilmaz
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.v2i2.19

The rapid transformation of contemporary societies driven by globalization, digitalization, artificial intelligence, and technological innovation has created significant challenges and opportunities for educational systems worldwide. This study aims to examine how Islamic pedagogy can bridge tradition and innovation in order to respond effectively to the demands of the twenty-first century. The research employs a qualitative library research approach through a systematic review and thematic analysis of scholarly literature concerning Islamic education, educational innovation, digital pedagogy, human-centered learning, and twenty-first-century competencies. The findings indicate that the foundational concepts of ta‘lim, tarbiyah, and ta’dib remain highly relevant for addressing contemporary educational challenges when integrated with learner-centered pedagogy, digital literacy, critical thinking, creativity, collaboration, and global citizenship education. The study further reveals that successful educational transformation requires holistic alignment among educational philosophy, curriculum design, teacher development, technology integration, and institutional culture. The novelty of this study lies in the development of the Integrative Islamic Pedagogy Framework (IIPF), which synthesizes Islamic educational philosophy, twenty-first-century learning theory, human-centered education, digital pedagogy, and transformative learning into a comprehensive model for educational reform. The study concludes that Islamic pedagogy possesses substantial conceptual resources for fostering ethical, innovative, and socially responsible learners capable of contributing positively to an increasingly interconnected and technologically driven world

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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