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Al Husna: Jurnal Ilmiah Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam Al-Jami Banjarmasin
ISSN : -     EISSN : 30479118     DOI : https://doi.org/10.69900/ah.v3i1.18
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Al Husna: Jurnal Ilmiah Pendidikan Agama Islam adalah jurnal ilmiah yang diterbitkan oleh Sekolah Tinggi Agama Islam (STAI) Al Jami Banjarmasin. Jurnal ini dikhususkan untuk memuat tulisan dalam bentuk hasil penelitian pendidikan Islam, atau gagasan tertulis dalam bentuk karya ilmiah dengan bidang kajian yang serumpun.
Arjuna Subject : -
Articles 25 Documents
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Islamic Education and Artificial Intelligence Integration Toward Ethical Governance and Responsible Learning Ecosystems Development Ahmad Nabriz
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i1.35

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational systems worldwide, creating both unprecedented opportunities and complex ethical challenges for higher education institutions. Within the context of Islamic education, AI integration requires careful consideration of ethical principles, governance mechanisms, and pedagogical objectives to ensure that technological innovation contributes to holistic human development rather than merely improving operational efficiency. This study aims to examine the integration of Artificial Intelligence within Islamic educational systems and explore its implications for ethical governance and responsible learning ecosystem development. Employing a qualitative library research approach concerning AI in education, Islamic educational philosophy, digital ethics, educational governance, and learning ecosystem transformation. The findings indicate that AI technologies can enhance personalized learning, educational accessibility, institutional effectiveness, and knowledge management. However, concerns related to algorithmic bias, data privacy, academic integrity, digital inequality, and ethical accountability remain significant challenges. The study proposes an integrative framework that combines AI innovation with Islamic ethical principles, including amānah (trustworthiness), ‘adl (justice), maṣlaḥah (public welfare), and ḥikmah (wisdom). The novelty of this research lies in developing a conceptual model that systematically connects Islamic educational philosophy, artificial intelligence governance, and responsible learning ecosystem development. The study concludes that sustainable AI integration in Islamic education requires a balance between technological innovation, ethical responsibility, and holistic learner development
Reconstructing Islamic Education in the Age of Artificial Intelligence Toward a Human-Centered and Ethical Learning Paradigm Ainul Jaria Maidin; Salma Begum; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary; Abdallah El-Khatib
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.26

Abstract

This study aims to reconstruct Islamic education in the age of artificial intelligence by developing a human-centered and ethical learning paradigm. The rapid integration of AI in education has transformed learning processes, yet it raises significant ethical and pedagogical concerns, particularly in relation to human agency, moral development, and spiritual formation. The study employs a qualitative library research design using a systematic literature review approach of scholarly works. Data were analyzed through thematic content analysis to identify key themes related to Islamic education, AI integration, digital ethics, and human centered learning. The findings reveal that AI enhances educational efficiency through personalization, assessment automation, and accessibility; however, it also introduces challenges such as ethical risks, algorithmic bias, data privacy issues, and reduced human interaction. The study identifies that Islamic educational principles including taqwā, ‘adl, raḥmah, and adab provide a strong ethical foundation for guiding AI integration. The novelty of this research lies in the development of the Human-Centered Islamic AI Education Framework (HCAIEF), which integrates Islamic educational philosophy with contemporary AI ethics and human-centered learning theory. The study concludes that AI should function as a supportive tool that enhances, rather than replaces, human, moral, and spiritual dimensions of education.
Islamic Religious Education and Digital Citizenship: Preparing Muslim Youth for Ethical Participation in the Global Digital Society Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.18

Abstract

This study aims to examine the role of Islamic Religious Education in preparing Muslim youth for ethical participation in the global digital society and to develop a conceptual framework that integrates Islamic educational values with contemporary digital citizenship competencies. The study employed a qualitative library research approach through a systematic review and thematic analysis of scholarly literature on Islamic education, digital citizenship, digital ethics, character education, media literacy, and youth development published between 2021 and 2026. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international educational guidelines and analyzed using thematic content analysis. The findings reveal that Islamic Religious Education provides a strong ethical and philosophical foundation for digital citizenship through the principles of ta‘lim (knowledge acquisition), tarbiyah (holistic development), ta’dib (ethical formation), akhlaq (moral character), amanah (trustworthiness), and tabayyun (information verification). The study identifies several essential competencies for Muslim youth, including digital literacy, critical media literacy, ethical online communication, responsible digital participation, intercultural understanding, and civic engagement. The novelty of this study lies in the development of the Islamic Digital Citizenship Framework (IDCF), which integrates Islamic Religious Education, digital citizenship theory, digital ethics, character education, and global citizenship into a comprehensive model for preparing Muslim youth to navigate digital environments responsibly. The study concludes that digital citizenship should be understood as a holistic educational process that promotes ethical responsibility, social engagement, and human flourishing in an increasingly interconnected digital society.
The Role of Teaching Materials in Islamic Religious Education and Its Function in Forming Students' Critical Attitudes Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i2.31

Abstract

This research aims to evaluate the role of teaching materials in Islamic Religious Education (PAI) and their function in forming students' critical attitudes. Effective teaching materials are an important component in the educational process, which not only conveys religious knowledge but also encourages students to think critically and reflectively. The research approach used is qualitative, with data collection techniques through observation, interviews with teachers and students, as well as analysis of teaching materials used in the PAI curriculum. The research results show that well-designed teaching materials, which include reflective questions, case studies, and open discussions, are able to encourage students to develop a critical attitude. However, challenges in implementing these teaching materials include a lack of training for teachers in using teaching materials effectively and limited teaching materials available. Therefore, it is recommended to improve the quality and availability of teaching materials and provide ongoing training for teachers to maximize the potential of teaching materials in forming students' critical attitudes. Thus, PAI teaching materials can be more effective in developing students' critical thinking skills and strengthening their understanding of religious values.
Integrating Maqashid al-Shari’ah into Sustainable Education: An Islamic Perspective on Global Citizenship Education Salma Begum; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary; Abdallah El-Khatib; Ainul Jaria Maidin
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i1.22

Abstract

This study examines the integration of Maqāṣid al-Sharī‘ah into sustainable education as an Islamic framework for Global Citizenship Education (GCED). The research aims to explore the conceptual relationship between the higher objectives of Islamic law, sustainable education, and global citizenship competencies while identifying their potential contributions to contemporary educational challenges. Employing a qualitative library research design, the study utilizes a systematic literature review of scholarly publications, academic books, policy documents, and international reports. Data were analyzed using thematic content analysis to identify recurring concepts, theoretical convergences, and emerging educational trends. The findings reveal substantial alignment between Maqāṣid principles and the objectives of sustainable education, particularly in relation to human dignity, justice, public welfare, environmental stewardship, intellectual development, intercultural understanding, and social responsibility. The study further demonstrates that Maqāṣid-oriented education offers a holistic approach to learner development by integrating ethical, intellectual, spiritual, social, and ecological dimensions. The novelty of this research lies in the development of the Maqāṣid-Based Global Citizenship Education Framework (MB-GCEF), which synthesizes Islamic educational philosophy, sustainability education, and Global Citizenship Education into a comprehensive conceptual model. The framework provides a culturally inclusive and ethically grounded foundation for preparing learners to address contemporary global challenges while remaining committed to Islamic values. The study concludes that Maqāṣid al-Sharī‘ah can serve as a transformative educational paradigm capable of supporting sustainable development and responsible global citizenship in diverse educational contexts. 
The Influence of Al-Qur’an and Hadith Learning on Qur’an Reading Ability in Grade 4 at Madrasah Ibtidaiyah Negeri 28 Hulu Sungai Utara Annisa Annisa; Ria Susanti; Syahrani Syahrani
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i2.2

Abstract

This research is motivated by the importance of the ability to read the Qur’an in Islam, where recitation must follow the proper tajwid rules in order to serve as a purpose and guidance for life in this world and the hereafter. Learning about recitation rules is included in the Al-Qur’an Hadith subject, especially for Grade 4 students of MIN 28 Hulu Sungai Utara. This study aims to determine the influence of Al-Qur’an Hadith learning on the Qur’an reading ability of Grade 4 students at MIN 28 Hulu Sungai Utara. The research was conducted at MIN 28 Hulu Sungai Utara, Amuntai–South Kalimantan. The population and sample consisted of all 30 Grade 4 students. Data collection techniques included observation, questionnaires, and documentation. The data were processed using checking, editing, coding, scoring, tabulating, and data interpretation techniques, followed by data analysis. Based on the results obtained from the study, there is a significant influence between Al-Qur’an Hadith learning and the Qur’an reading ability of Grade 4 students at MIN 28 Hulu Sungai Utara. Thus, the hypothesis is accepted because the calculated r value is greater than the r table at both the 5% and 1% significance levels.
Reimagining Character Education in Islamic Schools Through Prophetic Values and Digital Citizenship Competencies Integration Faruk Kerem Sentürk; Esraa Al-Sarray; Farouq Ahmad Faleh Alazzam
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 1 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i1.36

Abstract

The rapid expansion of digital technologies has significantly transformed educational environments, creating new opportunities and challenges for character education in Islamic schools. While digital platforms facilitate learning accessibility, communication, and knowledge sharing, they also expose students to ethical risks such as cyberbullying, misinformation, digital addiction, privacy violations, and declining moral sensitivity. Consequently, Islamic educational institutions are required to redesign character education frameworks that respond effectively to contemporary digital realities while preserving religious and moral values. This study aims to explore the integration of Prophetic Values and Digital Citizenship Competencies as a comprehensive framework for reimagining character education in Islamic schools. Employing a qualitative library research approach concerning Islamic character education, prophetic pedagogy, digital citizenship, educational ethics, and school transformation. The findings indicate that prophetic values, including ṣidq (truthfulness), amānah (trustworthiness), tablīgh (communicative responsibility), and faṭānah (wisdom), provide strong ethical foundations for developing responsible digital citizens. Furthermore, integrating digital citizenship competencies with Islamic moral education enhances students’ ethical awareness, critical thinking, digital responsibility, social participation, and online behavior. The novelty of this study lies in proposing an integrative conceptual framework that systematically connects prophetic educational values with contemporary digital citizenship competencies to support holistic character development in Islamic schools. The study concludes that sustainable character education in the digital age requires a balanced integration of religious ethics, technological literacy, and responsible citizenship practices
Prophetic Leadership in Islamic Education Institutions Amid Digital Disruption and Global Educational Transformation Challenges Yahya Mohammed Abu Bakr; Norakyairee Mohd Raus; Ahmed H. Ibrahim; Atta Ullah Faizi
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 3, No 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v3i1.27

Abstract

This study aims to explore prophetic leadership in Islamic education institutions amid digital disruption and global educational transformation challenges. The rapid advancement of digital technologies, including artificial intelligence, has significantly reshaped educational governance, teaching practices, and institutional management. However, these changes also raise ethical, spiritual, and organizational challenges that require value-based leadership approaches. This research employs a qualitative library research design using a systematic literature review of scholarly sources. Data were analyzed using thematic content analysis to identify key themes related to prophetic leadership, digital transformation, ethical governance, and Islamic educational values. The findings reveal that digital disruption enhances institutional efficiency but also introduces risks such as ethical ambiguity, reduced human interaction, data misuse, and leadership fragmentation. The study identifies that prophetic leadership grounded in values such as ṣidq, amānah, ‘adl, and raḥmah provides a comprehensive ethical framework for addressing these challenges. The novelty of this study lies in the development of the Prophetic Digital Leadership Framework (PDLF), which integrates Islamic prophetic values with contemporary digital leadership theories. The study concludes that prophetic leadership is essential for ensuring that Islamic education institutions remain ethical, resilient, and human-centered in the digital age
Reimagining Islamic Education in the Age of Artificial Intelligence: Towards a Human-Centered Learning Framework Najeeb Yahya; Mohammad Ahmad Bani Amer; Markhabat Bolat; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi; Ahmad Fauzan Akbar
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i2.17

Abstract

This study aims to examine how Islamic education can be reimagined in the age of AI through a human-centered learning framework that integrates technological innovation with Islamic educational values. The study employed a qualitative library research approach by systematically reviewing and synthesizing scholarly literature on Artificial Intelligence in Education, Human-Centered Learning, Islamic Educational Philosophy, Human-AI Collaboration, and AI Ethics. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international guidelines published between 2021 and 2026 and analyzed using thematic content analysis. The findings indicate that AI has significant potential to enhance personalized learning, expand educational accessibility, improve instructional effectiveness, and support pedagogical innovation in Islamic educational institutions. However, the integration of AI also raises important concerns related to intellectual dependency, ethical governance, privacy, algorithmic bias, and the preservation of meaningful teacher–student relationships. The study further reveals that Islamic educational concepts such as tarbiyah, ta‘lim, ta’dib, and the framework of Maqāṣid al-Sharīʿah provide a strong ethical and philosophical foundation for guiding responsible AI adoption. The novelty of this study lies in the development of a Human-Centered Learning Framework for Islamic Education that integrates Human-Centered Learning Theory, Artificial Intelligence in Education, Human-AI Collaboration, Islamic Educational Philosophy, and Maqāṣid al-Sharīʿah into a unified conceptual model. The study concludes that AI should function as an augmentative educational partner that supports, rather than replaces, the intellectual, moral, and spiritual roles of educators in fostering holistic human development
Study of the Effectiveness of Interactive Learning Media in Islamic Religious Education Subjects and Its Function in Increasing Active Student Participation Husna Husna; Mahmoud Abdullah; Helene Knudstad; Md. Sultan Mahmud; Khalid Abdullah Al Muzaini
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 1, No 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v1i2.32

Abstract

This research aims to evaluate the effectiveness of interactive learning media in Islamic Religious Education (PAI) subjects and its function in increasing students' active participation. It is hoped that interactive learning media can create a more interesting and dynamic learning environment, so that students are more motivated to be actively involved in the learning process. The research method used is quantitative with an experimental approach, which involves collecting data through observation, questionnaires and interviews. The research results show that the use of interactive learning media, such as digital educational applications, learning videos, and educational games, significantly increases students' active participation in PAI classes. This interactive media also helps students understand subject matter better and develop critical thinking skills. However, this research also identified challenges in implementing interactive learning media, including limited access to technology and teachers' lack of skills in utilizing this media. Therefore, it is recommended that there be increased access to technology in schools and ongoing training for teachers to optimize the use of interactive learning media. Thus, interactive learning media can function more effectively in increasing students' active participation and enriching their learning experience

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