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Islamic Studies in the World
Published by Yayasan Adra Karima Hubbi
ISSN : 30483980     EISSN : 30484146     DOI : 10.70177/islamicstudies
Core Subject : Religion,
Religion
Journal Islamic Studies in the World is a high-quality, open-access, peer-reviewed journal that aims to publish innovative and impactful research in Islamic Studies. The journal serves as an academic platform for scholars, researchers, and practitioners to exchange ideas, explore contemporary issues, and contribute to the advancement of knowledge in the field of Islamic Studies.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "vol. 3 no. 1 (2026)" : 7 Documents clear
The Quantified Self and Digital Piety: Analyzing Islamic Prayer Apps, Datafication, and their Impact on Daily Worship Nandar Hlaing; Aung Myint; Murat Arslan
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.2699

Abstract

The widespread adoption of Islamic prayer applications has introduced new forms of digital piety in which acts of worship become increasingly structured, quantified, and mediated through mobile technologies. The rise of these apps reflects broader cultural shifts toward datafication, self-tracking, and algorithmically guided religious practice. While prayer apps offer convenience, reminders, and personalized worship analytics, concerns have emerged regarding overreliance on digital tools, potential erosion of spiritual intentionality, and the implications of data extraction for user privacy. These dynamics highlight the need to critically examine how quantified self technologies shape Muslim devotional life. This study aims to analyze the influence of Islamic prayer apps on daily worship by investigating how datafication, algorithmic nudges, and quantified worship metrics affect users’ spiritual habits and perceptions of religious discipline. The research seeks to explore both the empowering and constraining effects of digital piety on contemporary Muslim practice. A mixed-methods approach was employed, combining a quantitative survey of 268 Muslim prayer app users with qualitative interviews involving twenty participants who regularly engage with worship-tracking features. Document analysis of popular prayer apps was also conducted to examine interface design, tracking mechanisms, and data-collection practices. Findings reveal that prayer apps significantly increase worship consistency, particularly in maintaining prayer schedules and tracking missed prayers. However, the quantification of worship introduces psychological dependence on reminders and metrics, shifting spiritual motivation from intrinsic intentionality to external digital cues. The study concludes that while prayer apps enhance ritual discipline, they also reshape devotional experiences through datafication, necessitating ethical reflection on privacy, autonomy, and the meaning of worship in a digital age.
Direct Instruction in Inclusive Islamic Education: Enhancing Prayer Memorization among Students with Mild Intellectual Disabilities Salasiah Salasiah; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3190

Abstract

Background. Inclusive Islamic education faces challenges in supporting students with mild intellectual disabilities, particularly in memorizing prayer recitations that require sequential recall, accurate pronunciation, and sustained attention. Cognitive limitations often reduce students’ independence in performing religious practices, highlighting the need for adaptive instructional strategies. Purpose. This study examines the use of Direct Instruction in inclusive Islamic education and analyzes its role in improving prayer memorization among students with mild intellectual disabilities. Method. A qualitative descriptive case study was conducted using passive classroom observation, in-depth interviews with teachers, school leaders, special education assistants, parents, and students, as well as document analysis. Data were analyzed through an interactive process of data condensation, display, and conclusion drawing. Results. The findings show that Direct Instruction, applied through explicit modeling, repeated guided practice, task segmentation, and positive reinforcement, improved students’ prayer memorization. Improvements were observed in cognitive aspects (accuracy and sequence), affective aspects (motivation and confidence), and psychomotor aspects (clarity of recitation). Conclusion. Direct Instruction is an effective and adaptive approach for inclusive Islamic education, supporting religious learning among students with mild intellectual disabilities and strengthening inclusive pedagogical practices in Islamic educational settings.
Integrating Artificial Intelligence in Islamic Religious Education and Its Impact on Students’ Learning Motivation Ibnu Abbas; Vishal Yadav; Sanya Desai
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3221

Abstract

Background. The increasing use of artificial intelligence (AI) in education has created new opportunities for more interactive and flexible learning environments. In Islamic Religious Education (IRE), AI offers innovative ways to access and understand religious knowledge, yet its influence on students’ learning motivation requires further investigation. Purpose. This study aimed to examine how the integration of artificial intelligence in Islamic Religious Education affects students’ learning motivation at SMK Muhammadiyah Berau. Method.  A qualitative research design was employed using interviews, classroom observations, and document analysis involving teachers, students, and school administrators. The data were analyzed thematically to identify patterns of AI use and its impact on students’ motivation in IRE learning. Results. The findings indicate that AI supports students’ understanding of Islamic concepts by providing clearer explanations and learning assistance, which increases their confidence and participation in classroom activities. AI also encourages students to explore religious materials more actively. However, some students tend to rely too heavily on AI-generated answers, which can reduce critical thinking and reflective learning when not guided by teachers. Conclusion. The study concludes that AI can enhance students’ learning motivation in Islamic Religious Education when it is implemented with appropriate pedagogical guidance and ethical awareness. Teachers and schools play a crucial role in ensuring that AI is used to support meaningful, responsible, and value-based learning.
Internalizing Qur’anic Tolerance through Al-Kafirun 6 and Al-Baqarah 256 to Shape Students’ Religious Moderation Weny Alpina; Amir Raza; Roya Zahir
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v3i1.3223

Abstract

Background. Religious diversity in contemporary societies, particularly in Indonesia, presents challenges related to intolerance, exclusivist religious interpretations, and identity-based tensions among students. Islamic educational institutions play a strategic role in addressing these challenges by internalizing Qur’anic values that promote tolerance and religious moderation. Purpose. This study aims to explore how Qur’anic values of tolerance derived from Al-Kafirun verse 6 and Al-Baqarah verse 256 are internalized in shaping students’ religious moderation at SMK Muhammadiyah Berau. Method. This research employed a qualitative case study design. Data were collected through in-depth interviews, classroom and school observations, and document analysis involving Islamic education teachers, school leaders, and students. The data were analysed using an interactive qualitative model consisting of data reduction, data display, and conclusion drawing. Results. The findings reveal that the internalization of Qur’anic tolerance operates through the integration of institutional policies, pedagogical practices, and students’ lived experiences. Qur’anic values are embedded in school regulations, dialogical teaching approaches, character education programs, and daily social interactions. Supporting factors include strong school leadership, inclusive school culture, and teacher role modeling, while challenges arise from external influences such as social media and diverse family backgrounds. Conclusion. The study demonstrates that consistent and inclusive internalization of Qur’anic teachings effectively fosters students’ religious moderation without weakening Islamic identity. These findings highlight the importance of integrating Qur’anic values into school culture and pedagogy as a strategic approach to promoting social harmony in pluralistic educational contexts.
‘Halal’ Virality: A Discourse Analysis of TikTok Preachers, Digital Dakwah, and the Shaping of Millennial Muslim Identity Adam Idris; Rina Haji Omar; Azimah Haji Ali
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i3.2675

Abstract

The rapid expansion of TikTok as a dominant social media platform has transformed how Islamic messages circulate and how young Muslims construct religious identity. The rise of TikTok preachers—often young, charismatic, and digitally fluent—has introduced new forms of “digital dakwah” that blend religious discourse with entertainment, lifestyle aesthetics, and algorithmic amplification. This phenomenon raises critical questions about how Islamic teachings are framed, simplified, or commodified within fast-paced digital cultures, and how such virality shapes the religious orientations of millennial Muslim audiences. This study aims to analyze the discursive strategies used by TikTok preachers and examine how their content contributes to the formation, negotiation, or contestation of millennial Muslim identity. The research focuses on identifying linguistic patterns, thematic frames, and visual narratives that construct what may be described as “halal virality”—religious messages optimized for algorithmic spread. A qualitative discourse analysis was employed, drawing on multimodal samples from 30 high-engagement TikTok accounts. Data were examined through Fairclough’s critical discourse analysis framework, supported by audience comment analysis to understand reception patterns. Coding focused on authority construction, moral positioning, identity markers, and algorithmic cues embedded in the content. Findings reveal that digital preachers construct authority not primarily through traditional scholarly credentials but through relatability, emotional resonance, and aesthetic presentation. The discourse often simplifies complex theological issues into motivational soundbites, fostering a form of identity that is highly expressive, individualized, and platform-shaped. The study concludes that TikTok-based dakwah significantly influences millennial Muslim identity by merging religious meaning-making with digital performativity, commercial logics, and algorithmic trends.
The ‘Cyber-Pesantren’: Analyzing Interactive Media for Teaching Classical Islamic Texts in Digital Education Alaa Al-Sabbagh; Rasha Al-Mohammad; Khaled Al-Jawad
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i5.2942

Abstract

The rapid expansion of digital education has transformed traditional modes of Islamic learning, prompting pesantren-based institutions to explore new pedagogical models for teaching classical texts. This study emerges from the growing need to bridge the epistemic gap between conventional kitab kuning instruction—rooted in oral transmission, close reading, and teacher-centered guidance—and contemporary learners who increasingly rely on interactive, multimedia-rich environments. The research aims to analyze how interactive digital media can be adapted to support the cognitive, linguistic, and hermeneutical demands of classical Islamic texts within a “Cyber-Pesantren” framework. Using a qualitative design supported by descriptive content analysis, the study examines a prototype cyber-pesantren platform incorporating annotated text readers, multimodal explanations, adaptive questioning, and collaborative discussion tools. Data were collected through expert reviews, user testing with students from Islamic higher education, and thematic coding of learner interaction logs. The results indicate that interactive media enhance text comprehension, strengthen vocabulary acquisition, and facilitate contextual interpretation of complex passages. Students also reported improved motivation and autonomy, although challenges remain regarding digital distraction, content authenticity, and maintaining the depth of traditional scholarly practices. The study concludes that a Cyber-Pesantren model is pedagogically viable when grounded in classical methodologies while leveraging digital interactivity to support structured reading, guided interpretation, and peer engagement. These findings highlight the potential for hybrid models that preserve tradition while responding to contemporary digital learning needs.
Islamizing Stem: A Curriculum Analysis of Integrating Tawhidic Values into Science Education in Malaysian Secondary Schools Chak Sothy; Teboho Maseko; Ethan Tan
Islamic Studies in the World Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i5.3016

Abstract

Background. The global discourse on STEM education frequently centers on secular, utilitarian objectives. However, in Muslim-majority nations like Malaysia, there is a significant movement towards the “Islamization of Knowledge,” which seeks to integrate theological principles with modern science. This initiative stems from a perceived disconnect between secular scientific pedagogy and the foundational Islamic worldview (Tawhid). This study addresses the gap in understanding how these Tawhidic values are practically embedded within the official Malaysian secondary school science curriculum.. Purpose. This study aims to critically analyze the Malaysian secondary science curriculum (KSSM) to identify, map, and evaluate the extent and method of Tawhidic value integration in STEM subjects. The objective is to determine how the philosophical goal of “Islamizing STEM” is translated into pedagogical content and instructional guides for educators. Method. A qualitative content analysis design was employed. The primary data consisted of official curriculum documents, including syllabi and textbooks for Form 1-5 Physics, Chemistry, and Biology. The analysis utilized a researcher-developed coding framework based on established models of Tawhidic integration in science. This framework was applied to identify explicit, implicit, and omitted instances of value integration. Results. The analysis reveals that Tawhidic integration is present but predominantly implicit and superficial. Integration is largely confined to introductory chapters or “enrichment” sidebars, often as simple Qur’anic verses related to natural phenomena. The core scientific content (e.g., mechanics, evolution, chemical processes) largely remains a discrete, secular domain. A significant gap exists between the curriculum’s stated philosophical aims and its practical, assessable content. Conclusion. While the Malaysian curriculum aspires to Islamize STEM, its current iteration achieves only a marginal integration of Tawhidic values. This creates a “dual-narrative” curriculum, failing to achieve a genuine epistemic synthesis. To be effective, integration must move from peripheral references to a structural embedding within core scientific concepts and pedagogical practices.

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