Khazanah: Journal of Islamic Education and Science
Khazanah: Journal of Islamic Education and Science adalah jurnal ilmiah peer-reviewed yang didedikasikan untuk mempublikasikan riset orisinal dan berkualitas tinggi yang mengeksplorasi kompleksitas Pendidikan Islam dan Ilmu Pengentahuan dalam konteks lokal maupun global. Jurnal ini bertujuan sebagai platform akademik bagi para mahasiswa, dosen, akademisi maupun praktisi untuk mendiskusikan transformasi, tantangan, dan dinamika pemikiran serta praktik Islam di era kontemporer. Kami mengundang kontribusi naskah dengan pendekatan interdisipliner maupun multidisipliner yang mencakup, namun tidak terbatas pada, sub-tema berikut: 1. Pendidikan Islam (Islamic Education) : a. Inovasi Pembelajaran: Strategi, metode, dan media pembelajaran kontemporer di lembaga pendidikan Islam (Madrasah, Pesantren, Perguruan Tinggi). b. Kurikulum: Pengembangan kurikulum pendidikan Islam yang adaptif terhadap perubahan zaman. c. Manajemen & Kepemimpinan: Tata kelola lembaga pendidikan Islam dan kepemimpinan pendidikan berbasis nilai Islam. d. Psikologi Pendidikan Islam: Analisis perilaku dan perkembangan peserta didik dalam perspektif Islam dan psikologi modern. e. Sejarah & Pemikiran: Kajian tokoh, naskah klasik (Turats), dan dinamika sejarah pendidikan Islam. 2. Sains & Integrasi Ilmu (Science and Integration) : a. Integrasi Sains Islam: Kajian epistemologis dan praktis mengenai penyatuan ayat-ayat dengan nilai-nilai religius. b. Sains Terapan & Teknologi: Penelitian di bidang sains murni atau terapan yang berdampak pada kemaslahatan umat (Transformasi digital dalam pendidikan Islam, Pendidikan lingkungan hidup berbasis nilai Islam). c. Etika Sains & Bioetika: Tinjauan hukum Islam (Fikih) terhadap isu-isu sains modern, lingkungan, dan teknologi.
Articles
14 Documents
<![CDATA[Integration of Artificial Intelligence Literacy into a Transdisciplinary Curriculum to Enhance Students’ Critical Thinking Skills ]]>
<![CDATA[Ira Kurniati]]>;
<![CDATA[Maulana Teguh Perdana]]>;
<![CDATA[Heny Indriani]]>;
<![CDATA[Laxmi]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.862
<![CDATA[This study was motivated by the increasing use of artificial intelligence in higher education, which had not been systematically integrated into the curriculum to support the development of students’ critical thinking skills. The study aimed to analyze the pattern of artificial intelligence literacy integration within a transdisciplinary curriculum and to identify its impact on enhancing students’ critical thinking abilities. A qualitative approach with a case study design was employed in interdisciplinary study programs at a higher education institution. Data were collected through curriculum document analysis, classroom observations, in-depth interviews with lecturers and students, and examination of academic assignments and portfolios. Data were analyzed thematically through processes of data reduction, categorization, data display, and interactive conclusion drawing. The findings indicated that the integration of artificial intelligence literacy, designed through reflective and collaborative pedagogical approaches, contributed to improvements in analytical skills, information evaluation, critical argumentation, and students’ ethical awareness. This study produced a transdisciplinary curriculum-based model of artificial intelligence literacy integration that enriched the development of higher-order thinking skills in higher education contexts.]]>
<![CDATA[Ecopedagogy Based Curriculum Innovation to Foster Environmental Sustainability Awareness among Indonesian Generation Z ]]>
<![CDATA[Emha Dzia`Ul Haq]]>;
<![CDATA[Muhammad Rizal Masdul]]>;
<![CDATA[Oktafiani Larasati]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.863
<![CDATA[Global and national environmental crises have demanded a strategic role of education in fostering sustainability awareness among younger generations, particularly Generation Z in Indonesia. The formal education curriculum has not fully succeeded in cultivating critical and sustainable ecological awareness, as it has remained predominantly oriented toward cognitive mastery and fragmented content delivery. This study aimed to comprehensively analyze the role of ecopedagogy-based curriculum innovation in promoting environmental sustainability awareness among Indonesian Generation Z. The research employed a qualitative descriptive approach using a Systematic Literature Review design of scholarly articles and academic publications published between 2018 and 2025 and indexed in the Scopus, Google Scholar, and SINTA databases. Data were analyzed through thematic analysis to synthesize patterns, trends, and key findings across studies. The findings indicated that an ecopedagogy-based curriculum effectively enhanced sustainability awareness through the integration of ecological values, critical-reflective pedagogy, and action-oriented as well as digitally contextualized learning aligned with the characteristics of Generation Z. This study contributed theoretically by strengthening the conceptual framework of ecopedagogy in curriculum innovation and offered practical implications for policy development and sustainable education practices in Indonesia.]]>
<![CDATA[Implementation of Metaverseting Based Pedagogy for the Transformation of Collaborative Learning Experiences in the Digital Education Ecosystem ]]>
<![CDATA[Maulana Paramaditya Ananta]]>;
<![CDATA[Dedi Gunawan Saputra]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.864
<![CDATA[The transformation of digital education has required pedagogical approaches capable of fostering meaningful and contextual collaborative learning experiences. The development of metaverse environments has created new opportunities to establish immersive learning spaces; however, their implementation has often remained technology-oriented and has not been supported by a systematic pedagogical framework. This study aimed to analyze the implementation of metaverseting-based pedagogy in transforming collaborative learning experiences within the digital education ecosystem. A qualitative approach with an interpretative case study design was employed. Data were collected through in-depth interviews, virtual participant observation, and document analysis, and were examined using thematic analysis. The findings indicated that metaverseting-based pedagogy reconstructed collaborative learning design, strengthened students’ social and cognitive presence, and enhanced engagement and knowledge co-creation within digital learning spaces. The results also revealed that the successful implementation of metaverseting was strongly influenced by the support of the digital education ecosystem, including institutional policies, infrastructure readiness, and digital pedagogical literacy. This study contributed to the development of a conceptual framework for metaverseting pedagogy and offered practical implications for educators and institutions in designing collaborative learning within immersive virtual environments.]]>
<![CDATA[Adaptive Curriculum Model Based on Self Directed Learning Algorithms for Optimizing Instructional Differentiation in Higher Education ]]>
<![CDATA[Chitra Imelda]]>;
<![CDATA[Siti Rohmah]]>;
<![CDATA[Asni Furoidah]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.865
<![CDATA[The digital transformation of higher education has driven the need for a more adaptive curriculum approach that is responsive to the diverse characteristics of students. Instructional differentiation practices that have been implemented manually and partially have been considered insufficient to address the complexity of heterogeneity in students’ abilities, learning styles, and levels of self-regulation at the institutional scale. This study aimed to formulate and analyze an Adaptive Curriculum Model Based on Self-Directed Learning Algorithms to optimize instructional differentiation in higher education. The study employed a descriptive qualitative approach using a Systematic Literature Review design of scientific publications from 2017 - 2024 obtained from reputable databases. Data were analyzed through content analysis and thematic synthesis to identify conceptual patterns, key components, and empirical trends. The findings indicated that the integration of self directed learning algorithms based on learning data enabled the mapping of student learning profiles, the design of adaptive learning pathways, and the systematic strengthening of self-directed learning. This study produced a conceptual model of an adaptive curriculum integrating learning analytics, digital instructional differentiation, and continuous evaluation within a coherent framework. The contribution of this research lies in reinforcing the perspective of curriculum as a data-driven adaptive system and providing an implementative framework for higher education curriculum development in the era of digital transformation.]]>
<![CDATA[Reconstruction of a Digital Economy Model Based on Islamic Justice Values in Addressing Global Financial Technology Disruption ]]>
<![CDATA[Dewi Suryaningsih Saputri]]>;
<![CDATA[Ernawati]]>;
<![CDATA[Nugroho Noto Diharjo]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.866
<![CDATA[Global financial technology disruption has restructured the architecture of the digital economy through platformization, algorithmic governance, and financial decentralization, thereby reshaping value distribution and the concentration of economic power. These transformations have generated critical challenges to distributive justice from the perspective of Islamic economics. This study aimed to reconstruct a digital economic model grounded in Islamic justice values in response to global financial technology disruption. The research employed a qualitative descriptive approach using a systematic literature review of scholarly publications from 2017 to 2024 indexed in national and international academic databases. Data were analyzed through content and thematic analysis to synthesize conceptual and empirical findings. The results indicated that most existing Islamic digital economic models remained adaptive to the architecture of digital capitalism and had not systematically integrated maqasid al-shariah principles into governance design and value distribution mechanisms. This study proposed a reconstruction model based on ontological, epistemological, institutional, and regulatory dimensions that positioned justice as the foundational architecture of the digital economy. The study contributed an integrative conceptual framework that advanced contemporary Islamic economic discourse within the context of global digital transformation.]]>
<![CDATA[Redesigning Innovative Governance of Islamic Educational Organizations to Address the Complexity of Global Dynamics ]]>
<![CDATA[Abd Wahed]]>;
<![CDATA[Abu Siri]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.867
<![CDATA[This study was motivated by the increasing complexity of global dynamics affecting the governance of Islamic educational institutions, including accelerated digital transformation, demands for public accountability, and international academic quality competition. Many institutions have undertaken administrative reforms; however, they have not fully developed innovative governance models that integrate organizational values with global strategic orientation. This study aimed to analyze an innovative redesign model of governance in Islamic educational organizations and its relevance in strengthening institutional competitiveness. A descriptive qualitative approach was employed using a Systematic Literature Review design of scholarly articles published between 2016 and 2025, retrieved from the Scopus, Google Scholar, and Sinta databases. Data were analyzed through content analysis and thematic analysis to systematically synthesize cross-study findings. The results indicated that the integration of governance structural reform, institutionalization of innovation culture, and internalization of Islamic values within managerial systems contributed to enhanced organizational adaptability, institutional legitimacy, and global competitiveness. This study offered theoretical contributions through a value-based innovative governance model and practical contributions in the form of an operational framework for institutional transformation.]]>
<![CDATA[Synergy of Environmental Theology and Green Technology in Developing a Sustainable Islamic Values Based Science Curriculum ]]>
<![CDATA[Achmad Agus Salim]]>;
<![CDATA[Nur Fitriyanti]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 1 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i1.868
<![CDATA[The global ecological crisis and the rapid advancement of green technology have required the reconstruction of science curricula that are not only technologically oriented but also grounded in ethical and spiritual values. In the context of Islamic higher education, the integration of environmental theology and green technological innovation has not been systematically developed within curricular structures. This study aimed to analyze and formulate a conceptual framework for the synergy between environmental theology and green technology in developing a sustainable Islamic values based science curriculum. The research employed a descriptive qualitative approach using a meta-analytic method based on thematic synthesis of scientific literature published between 2016 and 2025, retrieved from the Scopus, Google Scholar, and Sinta databases. Data were collected through systematic digital documentation and analyzed using content analysis and thematic analysis. The findings indicated that the principles of tawhid, khalifah, amanah, and ecological balance functioned as epistemological foundations in framing the ethical application of green technology. A transdisciplinary curriculum model based on green technology projects was identified as the most promising approach for strengthening students’ sustainability competencies. This study contributed to the development of an integrative science curriculum model that bridges theological and technological dimensions in Islamic higher education.]]>
<![CDATA[Synergy of Geological Science and Quranic Literacy in Developing a Disaster Mitigation Curriculum Based on Religious Values ]]>
<![CDATA[Arif Muzayin Shofwan]]>;
<![CDATA[Muhammad Yani]]>;
<![CDATA[Endah Prapti Lestari]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 2 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i2.869
<![CDATA[This study was motivated by the increasing risk of geological disasters in Indonesia and the lack of systematic integration between geological science and Qur’anic literacy within value-based disaster mitigation curricula. This gap indicated the need for curriculum reconstruction that not only emphasized scientific and cognitive dimensions but also incorporated values and character formation. The study aimed to analyze the conceptual needs and to construct a disaster mitigation curriculum model based on the synergy between geological science and Qur’anic literacy. A descriptive qualitative approach with a systematic meta-analysis design was employed, examining scholarly publications from 2017 to 2025 retrieved from reputable academic databases. Data were analyzed using content analysis and thematic analysis to synthesize patterns of integration identified in the literature. The findings revealed that the integration of science and religious values in disaster mitigation education remained partial and had not yet been formulated into an operational curriculum model. This study produced an integrative conceptual model that combined epistemological foundations, curriculum structure, and character-oriented mitigation outcomes, contributing theoretically to interdisciplinary curriculum development and practically to value based disaster education.]]>
<![CDATA[Integration of Environmental Theology in an Integrative Science Curriculum to Build Ecological Literacy among Muslim Students ]]>
<![CDATA[Idris Afandi]]>;
<![CDATA[Muhamad Hanif Fuadi]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 2 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i2.870
<![CDATA[The global ecological crisis has required a reconstruction of higher education paradigms that extend beyond the cognitive dimension of science to incorporate ethical and spiritual values. In the context of Islamic higher education, students’ ecological literacy has not been systematically developed through an integrative curriculum approach. This study aimed to analyze and synthesize the integration of environmental theology into an integrative science curriculum to foster ecological literacy among Muslim students. The research employed a descriptive qualitative approach using a meta-analytic method based on thematic synthesis of scientific literature published between 2016 and 2025, retrieved from the Scopus, Google Scholar, and Sinta databases. Data were collected through systematic digital documentation and analyzed using content analysis and thematic analysis. The findings indicated that the principles of tawhid, khalifah, amanah, and ecological balance functioned as epistemological foundations in developing an integrative science curriculum. A transdisciplinary integration model strengthened students’ ecological knowledge, religious-ecological attitudes, and critical thinking skills, although the transformation into pro-environmental action required further pedagogical reinforcement. This study contributed to the development of a value-based science curriculum model relevant to Islamic higher education and expanded the discourse on sustainability education from a theological perspective.]]>
<![CDATA[Application of Machine Learning Algorithms Based on Islamic Moral Values for Mitigating Negative Content on Digital Media ]]>
<![CDATA[Moch Nurcholis Majid]]>;
<![CDATA[Muhammad Suhaili]]>
<![CDATA[ Khazanah: Journal of Islamic Education and Science Vol. 1 No. 2 (2025): Khazanah: Journal of Islamic Education and Science ]]>
Publisher : <![CDATA[Institut Bahri Asyiq Galis Bangkalan ]]>
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DOI: 10.61815/khazanah.v1i2.871
<![CDATA[Information bias in digital media has evolved into a systemic problem driven by algorithmic designs that prioritize user engagement optimization without adequate value orientation. This condition has contributed to polarization, amplification of sensational content, and unequal information representation. This study aimed to reconstruct data science algorithms based on Prophetic Ethics as a normative-operational framework to mitigate information bias in digital media. The research employed a descriptive qualitative approach with a systematic meta-analysis of scholarly publications from 2016 to 2025 retrieved from reputable academic databases. Data were analyzed using content analysis and thematic analysis to synthesize patterns of algorithmic bias and formulate a reconstruction model grounded in the principles of ṣidq (truthfulness), amānah (trustworthiness), tablīgh (transparency), and faṭānah (wisdom). The findings indicated that algorithmic bias occurred across all stages of the data processing pipeline and required structural reconstruction rather than partial technical adjustments. The proposed model integrated data validation, accountable governance, transparent modeling, and social welfare optimization within recommendation system design. This study contributed to the development of a value-oriented data science paradigm and expanded the discourse on algorithmic ethics in contemporary digital societies.]]>
