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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Muaddib: Journal of Islamic Teaching and Learning
Safa Alrumayh
University of Zawia, Libya
Religion Humanities Library & Information Science Social Sciences

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Integrating al-qur’an, hadith, and science in islamic education: Tracing scientific insights Ihah Solihah; Isma Hisbullah Aljauhany; Khaibar Akmaluddin; Ahmad Mustafidin; Safa Alrumayh; Alfian Eko Rochmawan; Abdul Azid
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.453

Abstract

Islam views knowledge as a fundamental element of human life, emphasizing the harmonization between revelation and reason in the pursuit of truth. The Qur’an and Hadith serve as the primary sources of moral and transcendental values, while reason and science function as instruments to understand the phenomena of Allah’s creation. Thus, in Islam, knowledge is not solely directed toward material advancement, but also serves as a means of spiritual devotion and the welfare of the community. This study employs a library research method to examine the concept of knowledge in Islam and its relevance to the development of modern science. The findings reveal that Islam not only encourages scientific exploration but also provides an ethical foundation for its application. In fields such as cosmology, astronomy, embryology, and modern technology, numerous scientific discoveries affirm the Qur’anic indications of the orderliness of Allah’s creation. This demonstrates that science and religion in the Islamic perspective are not opposing entities, but rather complementary ones. Although debates persist on certain issues, such as the theory of evolution or the concept of the multiverse, these discourses are not threats to Islamic teachings. Instead, they open space for contemporary ijtihad that enriches the body of Muslim scholarship. By positioning revelation as a moral compass and science as a technical instrument, Islam offers a balanced scientific paradigm—one that avoids the traps of secular scientism that neglects spirituality, as well as textual literalism that denies rationality. Accordingly, this study affirms that the integration between Islam and science is a path toward building an advanced, sustainable civilization rooted in divine values. Science becomes a means of tafakkur that deepens faith, while revelation provides ethical direction and spiritual purpose in the utilization of knowledge. The synergy between the two is crucial for the development of Islamic education, enabling the emergence of generations who are intellectually excellent while remaining spiritually and morally steadfast.
AI and Cultural Sensitivity: Student Perceptions of How AI Handles Religion, Identity, and Tradition in Texts Khuloud Alouzi; Abdulrauf Atia; Sara Omran; Safa Alrumayh; Hajer Albshkar; Entisar Alatrish; Mowafg Masuwd; Bushra Alfallah
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

AI tools are increasingly used by university students to comprehend literary and cultural texts, but in Libya this use becomes sensitive when texts include religion, identity, and tradition, where misrepresentation may affect respect and classroom trust. This study aims to examine students’ perceptions of AI cultural sensitivity and the risks of bias in literature and culture learning at the University of Zawia. The study used a mixed-methods design, combining a questionnaire survey of 500 undergraduate students from the Faculties of Arts, Education, and Languages and Translation (124 males, 376 females) with semi-structured interviews with 10 lecturers. Survey findings show that AI use is common, with most students using AI at least weekly for text comprehension, cultural/historical context, writing support, and translation. Students reported moderate perceptions of AI cultural sensitivity, but high concern about misrepresentation, especially oversimplification of religious meanings, misunderstanding culture-specific terms, and biased framing. Students also showed a very strong preference for responsible-use governance, including verification practices, lecturer guidance, and AI literacy training. Faculty comparisons indicated higher perceived learning value among Languages and Translation students, while gender differences were minimal except for slightly stronger governance expectations among females. The study implies that AI can be integrated as a contextual support tool, but universities should provide clear guidelines and training to protect cultural respect and critical evaluation in sensitive topics.
Co-Authors Abdul Azid Abdulrauf Atia Ahmad Mustafidin Alfian Eko Rochmawan Bushra Alfallah Entisar Alatrish Hajer Albshkar Ihah Solihah Isma Hisbullah Aljauhany Khaibar Akmaluddin Khuloud Alouzi Mowafg Masuwd Sara Omran