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All Journal Khalifa: Journal of Islamic Education Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner ZAWA:Management of Zakat and Waqf Journal Muaddib: Journal of Islamic Teaching and Learning
Safa Alrumayh
University of Zawia, Libya
Religion Humanities Economics, Econometrics & Finance Education 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 : International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67055/gsn92q32

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.
Integrating Turath and Modern Knowledge in Islamic Higher Education Sami Barkah; Mohieddin Masoud; Salem Aladi; Nahid Ayad; Safa Alrumayh; Hajer Albshkar; Mowafg Masuwd
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.448

Abstract

Islamic higher education encounters a continuous challenge in integrating classical Islamic heritage (Turath) with modern knowledge in a consistent and meaningful way. This study examines to which extent Islamic education programs balance Turath (classical Islamic heritage) and modern knowledge in the Faculties of Sharia and Islamic Studies at the University of Zawia, Libya. Using a mixed-methods explanatory sequential design, quantitative data were collected from 350 students through a structured questionnaire, followed by qualitative interviews with 20 lecturers to provide deep insights. The findings indicate that students demonstrate a high appreciation for both Turath (M = 4.34, SD = 0.79) and modern knowledge (M = 4.08, SD = 0.96), reflecting strong support for an integrative model of Islamic education. However, curriculum balance was rated at a moderate level (M = 3.35, SD = 1.07), suggesting that integration between the two domains remains insufficient. Teaching practices were also perceived as moderately effective (M = 3.73, SD = 0.96), with limitations in fostering critical engagement and application. Furthermore, students identified significant challenges (M = 4.09, SD = 0.90), particularly the overreliance on memorization, weak linkage between theory and practice, and limited institutional coordination. Qualitative findings confirm that these challenges rooted in structural fragmentation, lack of a unified curriculum framework, and insufficient pedagogical training. The study concludes that while the conceptual foundation for integration exists, effective implementation requires systematic curriculum reform, pedagogical innovation, and institutional integration.
Reassessing Thamaniyyah in Islamic Monetary Jurisprudence: Implications of Paper Currency for Zakat and Waqf Management Nahid Ayad; Safa Alrumayh; Abdulrauf Atia; Entisar Alatrish; Karima Elhaj; Laylay Hasan; Zaynab Omar; Mowafg Masuwd; Abtisam Rayhan
ZAWA: Management of Zakat and Waqf Journal Vol. 6 No. 1 (2026): June
Publisher : Institute of Research and Community Service Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/zawa.v6i1.17368

Abstract

The transformation of monetary systems from gold and silver to fiat and digital currencies has generated significant challenges for contemporary Islamic jurisprudence. Central to these debates is the concept of thamaniyyah (moneyness), which determines the legal status of money and the application of rulings related to riba, Sarf, zakat, debts, and financial obligations. Scholars continue to disagree on whether thamaniyyah is a legally effective cause (ʿillah sharʿiyyah) or a customary attribute (wasf ʿurfi) arising from social acceptance and economic practice. Using a qualitative doctrinal methodology that combines analytical, comparative, and maqasid-oriented approaches, this study examines classical juristic writings, works of usul al-fiqh, contemporary Islamic finance literature, and fiqh academy resolutions. The findings show that classical scholarship supports both interpretations: some jurists treated thamaniyyah as an operative cause for extending monetary rulings, while others emphasized custom, public acceptance, and institutional recognition. The study argues that thamaniyyah is best understood as a custom-based legal attribute that originates in social and economic recognition but acquires binding legal consequences within the Shariʿah framework. This interpretation preserves doctrinal continuity while enabling Islamic law to address fiat money, inflation, digital currencies, and future monetary transformations.
Co-Authors Abdul Azid Abdulrauf Atia Abtisam Rayhan Ahmad Mustafidin Alfian Eko Rochmawan Bushra Alfallah Entisar Alatrish Hajer Albshkar Ihah Solihah Isma Hisbullah Aljauhany Karima Elhaj Khaibar Akmaluddin Khuloud Alouzi Laylay Hasan Mohieddin Masoud Mowafg Abrahem Masuwd Nahid Ayad Salem Aladi Sami Barkah Sara Omran Zaynab Omar