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All Journal Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Ar-Rayyan: Journal of Islamic Education Al-Mukhlashin: Jurnal Multidisiplin Ilmu
Husna Husna
Sekolah Tinggi Agama Islam (STAI) Al-Jami Banjarmasin, Indonesia

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Integrating Maqāṣid al-Sharī‘ah into Contemporary Islamic Curriculum Design for Sustainable Educational Development Goals Husna Husna; Mahmoud Abdullah; Helene Knudstad; Md. Sultan Mahmud; Khalid Abdullah Al Muzaini
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.v3i1.28

Abstract

This study aims to examine the integration of Maqāṣid al-Sharī‘ah into contemporary Islamic curriculum design as a strategic framework for achieving Sustainable Educational Development Goals (SEDGs). The increasing complexity of global challenges, including digital transformation, environmental degradation, social inequality, moral crises, and the demands of sustainable development, requires Islamic education to adopt a more holistic and future-oriented educational paradigm. Employing a qualitative library research approach, this study analyzes recent scholarly literature, and policy documents, The findings reveal that the fundamental objectives of Maqāṣid al-Sharī‘ah namely the preservation of religion (ḥifẓ al-dīn), life (ḥifẓ al-nafs), intellect (ḥifẓ al-‘aql), lineage (ḥifẓ al-nasl), and wealth (ḥifẓ al-māl) demonstrate substantial alignment with contemporary educational sustainability principles, particularly those embodied in Sustainable Development Goal 4 concerning quality education. The study further identifies that the integration of maqāṣid into curriculum design can be operationalized through curriculum objectives, learning outcomes, pedagogical approaches, authentic assessment, ethical digital literacy, environmental education, and character development. The novelty of this research lies in proposing a conceptual framework that systematically links the dimensions of Maqāṣid al-Sharī‘ah with Sustainable Educational Development Goals, thereby creating a holistic, adaptive, and value-oriented model of Islamic curriculum development. The study concludes that maqāṣid-based curriculum design offers a transformative educational approach capable of promoting human flourishing, social justice, ethical responsibility, and sustainable development while maintaining the normative foundations of Islamic education
The Effectiveness of Islamic Character Education in Enhancing Students’ Leadership, Discipline, and Moral Values Mukhlis Mukhlis; Husna Husna; Ahyar Rasyidi; Uria Hasnan; Muhammad Yusuf; Ahmad Nordian
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.v3i1.12

Abstract

This study examines the effectiveness of Islamic character education in enhancing leadership, discipline, and moral development among students. The primary objective of this research is to analyze how Islamic character education contributes to shaping students’ leadership qualities, strengthening disciplinary behavior, and fostering moral integrity in educational institutions. The study employs a library research method by systematically reviewing books, peer-reviewed journal articles, and relevant academic publications related to Islamic education, character development, and student leadership. Data were analyzed through content analysis to identify recurring themes, conceptual frameworks, and empirical findings from previous studies. The results indicate that Islamic character education plays a significant role in developing leadership through value-based role modeling, strengthening discipline through habituation and moral supervision, and enhancing moral behavior through internalization of Islamic ethical principles. Furthermore, Islamic character education is shown to integrate spiritual, cognitive, and behavioral dimensions in a holistic manner. These findings suggest that Islamic character education is an effective approach to addressing moral decline and leadership challenges in contemporary education. The study concludes that the systematic implementation of Islamic character education can significantly contribute to the formation of disciplined, morally upright, and responsible future leaders.
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

Abstract

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
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

Abstract

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

Abstract

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
Co-Authors Ahmad Nordian Ahyar Rasyidi Helene Knudstad Khalid Abdullah Al Muzaini Khalid Abdullah Al Muzaini Mahmoud Abdullah Maryam Rashid Saleh Al Tamimi Md. Sultan Mahmud Muhammad Yusuf Mukhlis Mukhlis Muneera Mohammed Al Dossary Uria Hasnan