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Study of the Effectiveness of Interactive Learning Media in Islamic Religious Education Subjects and Its Function in Increasing Active Student Participation Husna Husna; Mahmoud Abdullah; Helene Knudstad; Md. Sultan Mahmud; Khalid Abdullah Al Muzaini
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam 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/ah.v1i2.32

This research aims to evaluate the effectiveness of interactive learning media in Islamic Religious Education (PAI) subjects and its function in increasing students' active participation. It is hoped that interactive learning media can create a more interesting and dynamic learning environment, so that students are more motivated to be actively involved in the learning process. The research method used is quantitative with an experimental approach, which involves collecting data through observation, questionnaires and interviews. The research results show that the use of interactive learning media, such as digital educational applications, learning videos, and educational games, significantly increases students' active participation in PAI classes. This interactive media also helps students understand subject matter better and develop critical thinking skills. However, this research also identified challenges in implementing interactive learning media, including limited access to technology and teachers' lack of skills in utilizing this media. Therefore, it is recommended that there be increased access to technology in schools and ongoing training for teachers to optimize the use of interactive learning media. Thus, interactive learning media can function more effectively in increasing students' active participation and enriching their learning experience

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i1.216

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v2i2.220

This study examines the potential of deep learning pedagogy to transform Higher-Order Thinking Skills (HOTS) within contemporary Islamic Religious Education (IRE) classrooms. The study aims to synthesize recent scholarly evidence concerning the relationship between deep learning, meaningful engagement, critical thinking, problem solving, reflection, creativity, and Islamic value formation. A library research method was employed by systematically identifying, selecting, comparing, interpreting, and synthesizing relevant peer-reviewed journal articles published predominantly during the last five to ten years. The findings indicate that deep learning is most effective when IRE moves beyond memorization toward meaningful, mindful, joyful, contextual, collaborative, inquiry-oriented, problem-based, and reflective learning. The synthesis further demonstrates that HOTS development is strengthened when students are required to interpret Islamic sources, examine contemporary problems, evaluate arguments, formulate ethical judgments, and create contextual solutions. The principal novelty of this study is the formulation of an integrated Deep Learning HOTS framework for IRE that connects cognitive depth with Islamic ethical reasoning, contextual relevance, reflective awareness, and meaningful action. The framework positions IRE not merely as a subject for transmitting religious knowledge but as a transformative learning environment for cultivating intellectually rigorous, ethically responsible, spiritually grounded, and socially responsive learners

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67899/ar.v3i1.225

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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