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All Journal Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Ar-Rayyan: Journal of Islamic Education Al-Mukhlashin: Jurnal Multidisiplin Ilmu
Ahmad Fauzan Akbar
Al Mustafa International University, Islamic Republic of Iran

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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

Abstract

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
The Role of Islamic Pedagogy in Shaping Contemporary Educational Thought: An In-Depth Analysis of Islamic Thought in Modern Education Systems Mukhlis Mukhlis; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi Azmi; Ahmad Fauzan Akbar; Ahmad Nabriz
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i2.188

Abstract

This study aims to analyze the fundamental principles of Islamic pedagogy and examine their contributions to the development of contemporary educational thought. The study employed a qualitative library research method by critically analyzing and synthesizing classical and contemporary Islamic texts, educational theories, and scholarly literature related to Islamic pedagogy and contemporary educational discourse. The findings indicate that Islamic pedagogy is founded on an integrative educational orientation that combines intellectual development, spiritual cultivation, moral formation, and social responsibility. Four major contributions were identified: the integration of knowledge and values, character and ethical formation, learner-centered educational development, and the cultivation of critical and reflective thinking. These principles demonstrate substantial relevance to contemporary educational challenges, particularly the increasing demand for holistic, humanistic, ethical, and transformative learning. The novelty of this study lies in the formulation of an integrative conceptual perspective that positions Islamic pedagogy not merely as a religious educational tradition but as a relevant epistemological and pedagogical framework for enriching contemporary educational thought. The study therefore contributes to strengthening academic dialogue between Islamic intellectual traditions and modern educational theories
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

Abstract

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
Co-Authors Ahmad Faizal Syahrul Azmi Ahmad Faizal Syahrul Azmi Azmi Ahmad Nabriz Markhabat Bolat Mohammad Ahmad Bani Amer Muhammad Eissawy Abu El Yazid Mukhlis Mukhlis Najeeb Yahya