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All Journal TADIB: Jurnal Pendidikan Agama Islam Multidisciplinary: Journal of Education and Learning Indonesian Journal of Islamic Education and Learning
Neng Wina Shalehah
STAI Al-Andina Sukabumi
Religion Education Languange, Linguistic, Communication & Media Other

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Outdoor Learning-Based Islamic Education: Applying Contextual Learning to Improve Students' Social Skills and Faith Neng Wina Shalehah
Multidisciplinary: Journal of Education an Learning Vol. 1 No. 1 (2025): (July 2025)
Publisher : CV. Intake Pustaka

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Abstract

This article aims to explore the role of outdoor learning in Islamic education, focusing on how contextual learning can enhance students' social skills and faith. The study investigates how outdoor activities, when integrated into the Islamic curriculum, provide real-world experiences that foster the development of both spiritual values and interpersonal abilities. This study uses a library research approach, analyzing existing literature on outdoor learning, Islamic education, and their impact on social skills and faith development. The research draws on both classical and contemporary studies, examining how Islamic education can benefit from outdoor learning environments and contextual learning strategies. The findings show that outdoor learning can significantly improve students' social skills by offering opportunities for collaborative learning, problem-solving, and interaction with diverse environments. Additionally, these learning experiences align with Islamic teachings, enhancing students' faith and understanding of their role in society. The study suggests that integrating outdoor learning in Islamic education can be an effective strategy to improve students' social interaction, teamwork, and religious understanding. It emphasizes the importance of creating learning environments that extend beyond the classroom to promote holistic development in students, fostering both intellectual and moral growth.
Transformative Epistemology in Islamic Education: Linking Spirituality and Rationality in the Modern Education Curriculum Neng Wina Shalehah
Multidisciplinary: Journal of Education an Learning Vol. 1 No. 2 (2026): (January 2026)
Publisher : CV. Intake Pustaka

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This article aims to explore the concept of transformative epistemology in the context of Islamic education, which links spirituality and rationality in the development of modern educational curricula. Through a qualitative approach and literature study, this article discusses how Islamic education can integrate aspects of spirituality and rationality to create a curriculum that is not only based on the teaching of science, but also on the formation of the character and spirituality of students. This research identifies challenges and opportunities in the application of transformative epistemology in Islamic schools and how an inclusive curriculum can create a balance between spiritual and intellectual dimensions. The implications of this study show that the application of transformative epistemology in Islamic education can enrich the existing curriculum and provide a strong foundation for students' personal development.
Pendidikan Islam dan Literasi Digital: Strategi Mengatasi Hoaks dan Konten Negatif di Kalangan Remaja Muslim Ade Nurpriatna; Yanti Amalia Afifah; Neng Wina Shalehah
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 1 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i1.71

Abstract

The rise of hoaxes and negative content on social media is a serious challenge that can affect the understanding of religion, morals, and psychology of adolescents. This study aims to analyze the role of Islamic Education in improving the digital literacy of Muslim adolescents and formulate effective strategies to overcome hoaxes and negative content. This study uses a qualitative approach with literature study methods and content analysis. Data was collected from sources such as the Qur'an, Hadith, books, journals, and articles related to digital literacy and Islamic Education. The results of the study show that Islamic education can be a moral and spiritual foundation in shaping adolescents' critical awareness of digital content. Islamic values such as tabayyun (verification), amanah (honesty), and hikmah (wisdom) can be integrated in digital literacy to fight hoaxes. The integration between Islamic Education and digital literacy is able to form a young generation of Muslims who are intelligent, critical, and responsible in social media. The synergy between religious values and digital skills is the key in facing the challenges of hoaxes and negative content in the digital era.
Spiritual Revolution Based on Transformative Islamic Education: Reconstruction of Religious Values From Upstream to Downstream in an Era of Disruption Neng Wina Shalehah
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.80

Abstract

This article aims to explore the concept of spiritual revolution through transformative Islamic education, and to examine how religious values can be holistically reconstructed to address the challenges of changing times. With this goal, the research aims to provide insights into the importance of innovation in Islamic education to create a comprehensive spiritual transformation. The research method employed is a qualitative approach, consisting of literature review and conceptual analysis. The literature review was conducted to identify contemporary perspectives on the spiritual revolution in Islamic education, while conceptual analysis was used to understand the principles of transformative Islamic education that can be applied in the current context. The research findings indicate that a spiritual revolution can be achieved through reforms in the Islamic education system, focusing on character formation, integration of knowledge, and strengthening spirituality. The implementation of transformative Islamic education, which emphasizes a balance between intellectual and spiritual development, can produce a generation that is not only adaptive to the changing times but also capable of maintaining their identity and religious values as their life foundation. The implication of this research is that transformative Islamic education needs to be optimized to produce individuals with high adaptive capabilities in facing the challenges of change, while still adhering to the spiritual values that form the foundation of their lives.
Maqasid al-Shariah-Based Explainable AI Tutor in Islamic Religious Education: Designing Ethical Feedback for Akhlak and Critical Thinking Development Neng Wina Shalehah; Saehudin Saehudin
Indonesian Journal of Islamic Education and Learning Vol. 2 No. 1 (2026): Volume 2 Number 1, August 2026
Publisher : CV. Intake Pustaka

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Artificial intelligence (AI) tutors can generate immediate and personalized feedback, yet their use in Islamic Religious Education (IRE) raises a distinctive problem: feedback on akhlak is not merely a prediction of answer correctness but a pedagogical intervention that may affect moral agency, dignity, religious understanding, and relationships. This conceptual design study develops a maqāṣid al-sharīʿah-based explainable AI framework for evaluating akhlak-related learning while strengthening students’ critical thinking. An integrative, criterion-based review was conducted on a purposive corpus of 50 sources: 40 peer-reviewed journal articles and 10 books, policy instruments, or technical standards. The literature was coded across five domains: AI in education, explainable AI, formative feedback, Islamic education and maqāṣid, and critical thinking and AI ethics. The synthesis produced the MAQ-XAI Akhlak Tutor, whose novelty lies in dual-loop explainable ethical feedback. The epistemic loop makes visible the learning objective, evidence, rubric dimension, reasoning gap, and uncertainty, while the maqāṣid-ethical loop explains the protected good, possible harm, dignity requirements, and need for human oversight. The framework also introduces a moral-agency handoff, five feedback traces, seven akhlak–critical thinking dimensions, and risk-based escalation that prohibits autonomous judgments in sensitive theological, psychosocial, identity, or safety-related cases. Results suggest that explainability in IRE should be evaluated not by transparency alone but by source fidelity, pedagogical usefulness, trust calibration, dignity preservation, and the quality of student revision. The framework offers a testable design for national Islamic education contexts and provides practical requirements for teachers, curriculum developers, policymakers, and educational technology providers. Empirical validation through expert review, classroom trials, and comparative studies is required before deployment.
Co-Authors Ade Nurpriatna Saehudin Saehudin Yanti Amalia Afifah