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All Journal Ar-Rayyan: Journal of Islamic Education Al-Mukhlashin: Jurnal Multidisiplin Ilmu
Yousif Mahmadov
Azerbaijan State Pedagogy University, Baku, Azerbijan

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Digital Islamic Literacy and Students' Religious Moderation: Evidence from Indonesian Islamic Senior High Schools Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

The widespread use of digital media has reshaped students' access to religious knowledge while simultaneously increasing exposure to misinformation and religious extremism. Consequently, strengthening digital Islamic literacy has become increasingly important in promoting religious moderation among students. This study aims to investigate the relationship between digital Islamic literacy and students' attitudes toward religious moderation in Islamic senior high schools in Indonesia. A quantitative correlational design was employed involving 487 students selected through stratified random sampling. Data were analyzed using Structural Equation Modeling (SEM). The findings demonstrate that digital Islamic literacy positively influences students' understanding of Islamic teachings, critical evaluation of online religious information, tolerance toward diversity, and rejection of extremist narratives. Students with higher levels of digital literacy exhibit significantly stronger attitudes toward peaceful coexistence and inclusive religious perspectives. The study further identifies teachers' digital competence and school culture as important mediating factors. The novelty of this research is the development of an integrated conceptual model linking digital Islamic literacy, critical religious reasoning, and religious moderation, offering empirical evidence for strengthening Islamic education in the digital era.
Green Islamic Education: Integrating Environmental Ethics into Islamic Religious Education for Sustainable Development Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Environmental degradation has become one of the most pressing global challenges, requiring educational institutions to cultivate ecological awareness and responsible environmental behavior among students. Islamic Religious Education possesses strong theological foundations for environmental stewardship; however, these values remain insufficiently integrated into classroom instruction. This study aims to develop a Green Islamic Education framework that incorporates Islamic environmental ethics into the teaching and learning process. A qualitative design based on library research and multiple case studies was employed. Data were obtained through curriculum analysis, classroom observations, interviews with teachers, and institutional document reviews. The results demonstrate that integrating Qur’anic environmental values, prophetic traditions, project-based ecological activities, and community participation significantly enhances students’ environmental literacy, ecological responsibility, and sustainable lifestyles. The framework also encourages interdisciplinary collaboration aligned with Sustainable Development Goals (SDGs). The novelty of this study is the formulation of a comprehensive Green Islamic Education model that combines Islamic ecological theology, environmental education, and sustainability competencies within contemporary Islamic Religious Education
Authentic Assessment in Islamic Religious Education: Measuring Students’ Holistic Competencies through Performance-Based Evaluation Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Assessment in Islamic Religious Education has traditionally focused on measuring cognitive achievement, often neglecting students’ affective and behavioral competencies. This study aims to develop an authentic assessment model capable of comprehensively evaluating students’ knowledge, attitudes, skills, and religious practices. A research and development methodology employing the Borg and Gall model was utilized. The study involved curriculum experts, Islamic education teachers, and secondary school students during instrument development, validation, pilot implementation, and evaluation stages. Data were analyzed using content validity, reliability testing, and descriptive statistics. The findings indicate that authentic assessment using portfolios, reflective journals, project evaluations, self-assessment, peer assessment, and performance tasks provides a more comprehensive understanding of students’ learning outcomes. Teachers also reported greater effectiveness in monitoring students’ character development, religious practice, and collaborative skills. The assessment model aligns well with competency-based curricula and supports continuous learning improvement. The novelty of this study lies in constructing a Holistic Authentic Assessment Framework specifically designed for Islamic Religious Education, integrating cognitive, affective, psychomotor, and spiritual domains into a unified evaluation system
Integrating Computational Thinking into Islamic Religious Education: Developing Twenty-First Century Problem-Solving Competencies Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v3i1.37

Abstract

Computational Thinking (CT) has become an essential competency for students in the digital era. However, its integration into Islamic Religious Education has received little scholarly attention. This study aims to formulate a conceptual framework for integrating Computational Thinking into Islamic Religious Education while maintaining the integrity of Islamic values and pedagogical objectives. A mixed-method sequential explanatory design was employed. Quantitative data were collected from 328 students through competency assessments, while qualitative data were obtained through interviews with teachers and curriculum experts. The findings reveal that integrating decomposition, pattern recognition, abstraction, and algorithmic thinking into Islamic learning activities significantly enhances students’ analytical reasoning, decision-making abilities, and problem-solving competencies. Students also demonstrated greater capacity to apply Islamic teachings when addressing contemporary ethical and social issues. Teachers reported increased instructional innovation and higher classroom engagement. The novelty of this research lies in proposing the Islamic Computational Thinking Integration Framework, combining computational thinking competencies with Islamic ethical reasoning to prepare students for the challenges of Education 5.0.
The Role of Islamic Pedagogy in Developing Moral and Ethical Leaders for the 21st Century Huzaiman Hushin; Mahmoud Abdullah; Mukhlis Mukhlis; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i2.6

Abstract

This study investigates the role of Islamic pedagogy in developing moral and ethical leaders for the 21st century. By focusing on the teachings of Islamic scholars, the paper examines how Islamic educational systems emphasize the development of character, leadership skills, and ethical decision-making in students. The research highlights how Islamic pedagogy, with its focus on integrity, justice, and responsibility, contributes to shaping future leaders who are not only intellectually competent but also morally grounded. The study also evaluates contemporary Islamic educational institutions and their efforts to instill leadership qualities in students. The paper concludes by offering practical recommendations for integrating Islamic pedagogical principles into leadership development programs in educational settings
Strengthening Mental Well-Being Through Islamic Education: A Holistic Framework for Student Development Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v1i2.51

Abstract

This study explores the contribution of Islamic education to strengthening students' mental well-being through a holistic educational approach. Using qualitative library research, the study synthesizes scholarly literature concerning Islamic psychology, educational well-being, character education, and spiritual development. The findings demonstrate that Islamic education contributes significantly to students' psychological resilience by integrating spiritual awareness, emotional regulation, moral development, gratitude, patience, and social responsibility into educational practices. Learning experiences grounded in Qur'anic values encourage students to develop positive coping strategies, emotional intelligence, and meaningful life perspectives. The study proposes a holistic educational framework integrating spiritual, emotional, cognitive, and social dimensions to promote students' overall well-being. The novelty of this study lies in presenting a comprehensive conceptual model that connects Islamic educational philosophy with contemporary mental well-being frameworks while maintaining the centrality of spiritual development
Islamic Religious Education in Society 5.0: Developing Human-Centered Learning for Sustainable Future Competencies Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i1.43

Abstract

The Society 5.0 paradigm emphasizes the harmonious integration of advanced technologies with human-centered values to address increasingly complex societal challenges. Islamic Religious Education is expected to contribute not only to students’ religious understanding but also to the development of competencies required for sustainable human civilization. This study aims to formulate a human-centered Islamic learning model aligned with the principles of Society 5.0. A qualitative conceptual research design was adopted through literature synthesis, policy analysis, and expert consultation. The findings demonstrate that Islamic Religious Education can effectively promote creativity, critical thinking, collaboration, digital competence, ethical leadership, and social responsibility when integrated with contemporary pedagogical innovations. Furthermore, Islamic values provide a strong ethical foundation for balancing technological advancement with human dignity and environmental sustainability. The novelty of this study lies in developing the Society 5.0 Islamic Education Framework, integrating future competencies, technological literacy, sustainable development, and Islamic moral values into a comprehensive educational paradigm
Co-Authors Abdallah El-Khatib Huzaiman Hushin Mahmoud Abdullah Mukhlis Mukhlis Salma Begum