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Hari Suriadi
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Islamic Studies and Education Journal
Published by PT Suria Academic Press
ISSN : -     EISSN : 31239404     DOI : -
Core Subject : Religion, Education,
Religion Education Other
Islamic Studies and Education Journal is an interdisciplinary, peer-reviewed journal dedicated to exploring the dynamic intersection between Islamic scholarship and the broader field of education. The journal welcomes high-quality research articles, theoretical discussions, and innovative studies that advance understanding in Qur’anic and Hadith studies, Islamic thought, culture, and contemporary issues in Muslim societies, while also embracing diverse perspectives from general education ranging from pedagogy, curriculum development, educational technology, learning innovation, psychology of education, and leadership in educational institutions. By integrating Islamic insights with modern educational developments, the journal aims to foster meaningful academic dialogue, promote transformative research, and provide a platform for scholars, educators, and practitioners worldwide to exchange knowledge that enriches both Islamic discourse and global educational practice.
Arjuna Subject : -
Articles 15 Documents
 1   2 
Rethinking Artificial Intelligence in Islamic Education: Ethics, Scholarly Authority, and Learning Transformation Mellia Ristika; Yeni Sulastri
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.145

Abstract

The rapid advancement of Artificial Intelligence (AI) has fundamentally transformed the educational landscape, including Islamic education. While AI offers significant opportunities to enhance learning through personalized instruction, adaptive assessment, and more efficient academic services, it also raises critical concerns related to ethics, academic integrity, information validity, and the shifting of scholarly authority. This study aims to conceptually examine the ethical challenges, the transformation of scholarly authority, and the changing learning practices associated with AI implementation in Islamic education, while proposing a conceptual framework to support its ethical and value-based integration. The study employs a conceptual research design using a critical literature analysis approach by synthesizing findings from peer-reviewed journal articles, academic books, and policy documents on AI and Islamic education. The analysis involves concept identification, thematic categorization, critical evaluation, and conceptual synthesis. The findings indicate that AI can improve learning effectiveness and educational innovation; however, its implementation should be guided by robust ethical governance, academic integrity, reliable knowledge validation, and the preservation of teachers' pedagogical and moral authority. As its primary contribution, this study proposes the Islamic Ethical AI Learning Framework (IEALF), which integrates AI, educators, learners, and Islamic values based on the principles of amanah (trustworthiness), 'adl (justice), maslahah (public benefit), and ta'dib (ethical cultivation). The proposed framework provides a conceptual reference for educational institutions in implementing AI responsibly while preserving the fundamental objectives of Islamic education.
Religious Digital Resilience: A Conceptual Model for Strengthening Religious Moderation among Generation Z through Islamic Education Muharleni; Neni Sriwahyuni; Mellia Ristika; Yeni Sulastri
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.146

Abstract

The rapid growth of social media has fundamentally transformed how Generation Z acquires, constructs, and disseminates religious knowledge. On the one hand, social media provides significant opportunities to promote religious moderation through digital da'wah, educational content, and interactive learning environments. On the other hand, algorithm-driven platforms, information overload, and weak source verification have intensified the spread of religious extremism, intolerance, and digital misinformation. These challenges require Islamic education to move beyond the transmission of religious knowledge by strengthening digital literacy, critical thinking, and digital resilience among learners. This study aims to analyze Islamic education strategies for strengthening religious moderation on social media to address digital radicalism and misinformation among Generation Z. The study employed a conceptual review method through a critical synthesis of peer-reviewed journal articles, academic books, and policy documents related to religious moderation, Islamic education, digital literacy, and digital radicalization. The findings indicate that strengthening religious moderation requires the integration of four interconnected components: religious moderation values, digital literacy, adaptive Islamic pedagogy, and a collaborative ecosystem involving schools, families, religious organizations, government institutions, and digital platforms. Based on this synthesis, the study proposes the Religious Digital Resilience Model as its primary conceptual contribution, explaining how these components collectively develop Generation Z's capacity to access, verify, evaluate, and disseminate religious information critically, ethically, and responsibly. The proposed model extends the discourse on religious moderation from a normative framework toward a transformative educational approach integrating theological, pedagogical, and digital dimensions.
From Reformist Thought to Institutional Transformation: KH Ahmad Dahlan and the Making of Muhammadiyah Apris Yaman; Desi Asmaret; Julhadi; Syaifullah
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.147

Abstract

The emergence of Muhammadiyah represents a pivotal milestone in the history of Islamic reform in Indonesia, closely linked to the pioneering thought of KH Ahmad Dahlan. Nevertheless, previous studies have predominantly focused on Muhammadiyah as an organization or Ahmad Dahlan as its founder, leaving limited attention to the reconstruction of his ideas as the conceptual foundation of the Muhammadiyah reform movement. This study aims to analyze the pioneering thought of KH Ahmad Dahlan in shaping the Muhammadiyah reform movement and to explain how his ideas were institutionalized into a sustainable socio-religious movement. The research employs a qualitative conceptual approach based on an extensive literature review of reputable journal articles, academic books, and relevant documents. Data were analyzed using qualitative content analysis supported by the perspectives of Islamic Modernism, Social Movement Theory, and Institutional Theory. The findings reveal that Ahmad Dahlan's reform paradigm consists of five interconnected dimensions: purification of Islamic creed, revitalization of ijtihad, integration of Islamic and modern education, Al-Ma'un-based social theology, and organizational modernization. These dimensions enabled Muhammadiyah to institutionalize Islamic values through education, healthcare, philanthropy, and community empowerment, ensuring its sustainability as a reform movement. This study contributes to the literature by providing a conceptual reconstruction of the relationship between Islamic reformist thought, institutional development, and the sustainability of Muhammadiyah. The findings also offer practical insights for strengthening moderate Islamic movements and promoting adaptive Islamic education in addressing contemporary social and technological challenges.
Student Participation in Madrasah Diniyah Awaliyah as a Predictor of Qur'anic Reading and Writing Learning Motivation Ayu Lestari; Arlinda; Nabila Deswina Fendri; Anisa Zahara Jambak; Khoiriah
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.255

Abstract

Learning motivation is a crucial determinant of successful Qur'anic Reading and Writing (BTQ) instruction in non-formal Islamic educational institutions. Madrasah Diniyah Awaliyah (MDA) serves not only as a medium for improving students' Qur'anic literacy but also as an institution that fosters religious character and strengthens students' motivation to learn. This study aimed to examine the effect of students' participation in Madrasah Diniyah Awaliyah (MDA) activities on their motivation to learn Qur'anic Reading and Writing (BTQ) at Darul Ishlah Mosque, Pasir Kandang. A quantitative approach with a correlational research design was employed. The study population consisted of 60 active students, from which 20 respondents were selected through simple random sampling. Data were collected using questionnaires, observations, and documentation and analyzed through descriptive statistics, normality and linearity tests, Pearson Product-Moment correlation, and simple linear regression using IBM SPSS Statistics version 27. The findings revealed a positive and statistically significant relationship between students' participation in MDA activities and their motivation to learn BTQ, with a correlation coefficient of 0.720 (p < 0.05). The regression analysis produced a coefficient of determination (R²) of 0.518, indicating that participation in MDA activities explained 51.8% of the variance in students' learning motivation. These findings suggest that structured MDA programs, supported by continuous religious practices and positive pedagogical interactions, play an important role in strengthening students' motivation to learn the Qur'an. The study contributes to the development of non-formal Islamic education by highlighting the importance of improving teacher competence, implementing innovative instructional strategies, and strengthening collaboration among teachers, parents, and educational institutions.
Strengthening Digital Religious Character: A Conceptual Framework for Islamic Religious Education Teachers to Address Religiously Motivated Cyberbullying Nurhanifa Tamba; Sintya
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.148

Abstract

The expansion of digital interaction among secondary school students has generated new educational challenges, particularly cyberbullying, which becomes more complex when attacks target religious identity, beliefs, symbols, or differences in religious interpretation. This article aims to conceptually examine the strategies of Islamic Religious Education (IRE) teachers in addressing religion-related cyberbullying through the strengthening of digital religious character. The study employs a conceptual literature review by synthesizing scholarly literature on cyberbullying, digital citizenship, digital literacy, character education, religiosity, religious moderation, and Islamic Religious Education. A thematic synthesis was conducted to identify conceptual patterns, protective mechanisms, research gaps, and relevant pedagogical strategies. The findings indicate that digital religious character can function as an integrative mechanism linking digital literacy with Islamic values to promote ethical online behavior. The proposed strategies include strengthening critical digital literacy, internalizing Islamic communication ethics, habituating tabayyun, developing religious moderation, empathy, and self-control, implementing case-based learning, and applying restorative responses to cyberbullying incidents. The study proposes a preventive–responsive conceptual model integrating digital literacy, Islamic values, religious moderation, empathy, self-control, and school–family collaboration. The model positions IRE teachers as agents of digital moral development and provides a conceptual foundation for future empirical research examining the effectiveness and contextual applicability of digital religious character development in preventing religion-related cyberbullying among secondary school students.

Page 2 of 2 | Total Record : 15

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