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All Journal PEDAGOGIK : JURNAL PENDIDIKAN Indonesian Journal of Research in Islamic Studies
Alimni Alimni
Universitas Islam Negeri Fatmawati Sukarno, Bengkulu
Religion Humanities Education

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Islam and Civilization: Classical Arabic Studies before the Prophet and the Birth of Islamic Education during the Time of the Prophet Alimni Alimni; Zapia Gustina; Muhammad Auwal Yakubu; Rudyn Alaldaya
Indonesian Journal of Research in Islamic Studies Vol. 2 No. 2 (2025): Indonesian Journal of Research in Islamic Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijris.v2i2.291

Abstract

Background: Before the arrival of Islam, Arab society lived in the Jahiliyyah period, which was characterized by polytheism, social instability, and low moral standards. Objective: This study aims to explore and analyze social and educational changes in pre-Prophet Classical Arabia, examining the emergence of the Islamic education system during the time of the Prophet Muhammad, including the transition from informal oral traditions to a more structured, revelation-based education system. Method: The research employs a literature study approach, specifically a Systematic Literature Review (SLR). Primary and secondary sources are analyzed thematically to compare the characteristics of Arab society before and after the prophethood of the Prophet Muhammad SAW, with a focus on social, economic, and educational dimensions. Results: The findings show that the arrival of Islam through the Prophet Muhammad SAW brought radical changes in the socio-economic and educational order. Education, which initially evolved from informal and oral traditions, developed into a structured system centered on revelation, literacy (including reading and writing), and early institutions such as the Kuttab and Suffah, as well as the strengthening of scientific ethics through the values of monotheism, justice, and morality. Conclusion: The shift from the pre-Islamic to the prophetic era transformed education from oral traditions to structured learning, strengthening moral foundations, expanding literacy, and redefining the link between knowledge, religion, and society. Contribution: This research provides a historical and critical perspective on the emergence of Islamic education as a response to the limitations of pre-Islamic society, framing education as a driver of social change and a conceptual basis for developing value-based curricula and modern educational models.
AI-ASSISTED DIGITAL STORYTELLING FOR LEARNING ISLAMIC CIVILIZATION HISTORY; HOW AI-ASSISTED DIGITAL STORYTELLING ENHANCES LEARNING Maryam Maryam; Arum Puspitasari; Bety Bety; Chairun Niswah; Alimni Alimni
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14610

Abstract

Artificial intelligence (AI) opens up new opportunities for learning Islamic history in higher education. However, its use remains largely limited to information retrieval, failing to fully optimize support for students' historical thinking processes. This study aims to analyze the role of AI-assisted digital storytelling in helping students construct historical narratives, verify sources, compare historiographical perspectives, and revise historical interpretations. A qualitative approach with a case study design was employed. Data were collected through interviews, classroom observations, and analyses of students' digital storytelling projects, then analyzed using the Miles and Huberman interactive model. The results indicate that AI-assisted digital storytelling supports learning through four key processes: historical narrative construction, source verification, comparison of historiographical perspectives, and revision of historical interpretations. AI functions not merely as a source of information but also facilitates historical exploration, analysis, evaluation, and reflection. These findings demonstrate that integrating AI into digital storytelling can strengthen students' digital literacy, historical thinking, and interpretation skills within the context of Islamic history education.
Co-Authors Arum Puspitasari Bety Bety Chairun Niswah Maryam Maryam Muhammad Auwal Yakubu Rudyn Alaldaya Zapia Gustina