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All Journal Al Husna: Jurnal Ilmiah Pendidikan Agama Islam
Yousif Mahmadov
Azerbaijan State Pedagogy University, Baku

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From Memorization to Meaning-Making: Rethinking Learning Outcomes in Contemporary Islamic Education Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i2.24

Abstract

This study explores the transformation of learning outcomes in contemporary Islamic education by examining the shift from memorization-oriented learning toward meaning-making-oriented educational practices. The purpose of the study is to analyze the theoretical foundations, educational implications, and future directions of meaningful learning within Islamic educational contexts. The research employs a qualitative library research approach through a systematic review of contemporary literature including peer-reviewed journal articles, academic books, policy reports, and educational documents. Data were analyzed using thematic content analysis to identify recurring concepts, theoretical trends, and emerging perspectives related to learning outcomes, constructivism, transformative learning, deep learning, and Islamic educational philosophy. The findings reveal that memorization remains an important foundational component of Islamic education; however, it should be integrated into broader processes of understanding (fahm), reflection (tafakkur), wisdom (ḥikmah), ethical action (‘amal), character formation (ta’dīb), and holistic development (tarbiyah). The study further demonstrates significant conceptual convergence between contemporary learning theories and classical Islamic educational principles in promoting learner agency, critical thinking, ethical reasoning, and social responsibility. The novelty of this study lies in the development of the Meaning-Making Islamic Learning Outcomes Framework (MMILOF), an integrative model that synthesizes Islamic epistemological concepts with contemporary educational theories to provide a comprehensive framework for educational reform. The study concludes that Islamic education should move beyond viewing memorization as an end goal and instead position it as a foundation for meaningful, transformative, and holistic learning.
Prophetic Education in the Era of Digital Transformation: Constructing a Framework for Character Development Among Muslim Students Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
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.v3i1.25

Abstract

This study aims to examine the role of Prophetic Education in the era of digital transformation by constructing a comprehensive framework for character development among Muslim students. The rapid expansion of digital technologies has created both opportunities and ethical challenges that require educational systems to integrate technological competence with moral and spiritual development. The research employs a qualitative library research design through a systematic literature review including peer-reviewed journal articles, books, and policy reports. Data were analyzed using thematic content analysis to identify key concepts related to prophetic education, character formation, digital citizenship, and digital ethics. The findings reveal that prophetic values such as ṣidq (truthfulness), amānah (trustworthiness), ‘adl (justice), raḥmah (compassion), ḥikmah (wisdom), and taqwā (God-consciousness) provide a strong ethical foundation for addressing challenges in digital environments. The study further shows that these values align with contemporary frameworks of character education and digital citizenship, particularly in promoting ethical decision-making, responsible technology use, and social responsibility. The novelty of this study lies in the development of the Prophetic Digital Character Education Framework (PDCEF), an integrative model that synthesizes Islamic prophetic principles with modern educational theories to guide character development in digitally transformed learning environments. The study concludes that prophetic education offers a holistic and transformative approach to cultivating morally grounded and digitally responsible Muslim students.
Evaluation of Islamic Religious Education Teaching Methods and Their Function in Improving Understanding of the Concept of Tawhid Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
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.v1i2.30

Abstract

This research aims to evaluate Islamic Religious Education (PAI) teaching methods and their function in increasing understanding of the concept of monotheism among students. Effective teaching methods in PAI are very important to ensure that students not only master religious knowledge but are also able to internalize the values of monotheism in everyday life. This research uses a qualitative approach with data collection techniques through observation, interviews and analysis of PAI curriculum documents. The research results show that student-centered teaching methods, such as group discussions, problem solving, and contextual learning, are more effective in increasing understanding of the concept of monotheism than conventional teacher-centered methods. Challenges in implementing this teaching method include limited time, lack of training for teachers, and limited resources. Therefore, it is recommended that there be increased teacher training and the provision of adequate resources to support the use of more interactive and participatory teaching methods. Thus, PAI teaching methods can be more effective in developing a deep understanding of monotheism among students
Developing Critical Thinking Through Islamic Education: A Systematic Review of Contemporary Approaches Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
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.v2i1.21

Abstract

This study aims to examine contemporary approaches to developing critical thinking through Islamic education by systematically reviewing recent scholarly literature. The research employs a qualitative library research design using a systematic literature review methodology. Data were collected from peer-reviewed journal articles, academic books, conference proceedings, policy reports, and educational studies. The selected literature was analyzed using thematic content analysis to identify major theoretical foundations, pedagogical approaches, challenges, and emerging trends related to critical thinking development in Islamic educational contexts. The findings reveal that Islamic education possesses substantial intellectual resources for fostering critical thinking through concepts such as ta‘aqqul (reasoning), tafakkur (reflection), ijtihad (independent reasoning), and ‘ilm (knowledge). Contemporary approaches including inquiry-based learning, reflective learning, problem-based learning, collaborative learning, dialogical pedagogy, ethical reasoning, and digital literacy have demonstrated significant potential for enhancing higher-order thinking skills. The study further finds that effective critical thinking development requires integrated efforts involving curriculum reform, teacher professional development, assessment innovation, and responsible use of educational technologies. The novelty of the study lies in the development of the Islamic Critical Thinking Development Framework (ICTDF), which synthesizes Islamic educational philosophy, critical thinking theory, constructivist learning, ethical reasoning, and digital literacy into a comprehensive conceptual model. The study concludes that Islamic education can play a significant role in cultivating intellectually capable, ethically responsible, and critically engaged learners in the twenty-first century
Co-Authors Abdallah El-Khatib Huzaiman Hushin Huzaiman Hushin Mahmoud Abdullah Markhabat Bolat Markhabat Bolat Mohammad Ahmad Bani Amer Salma Begum