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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.
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Articles 5 Documents
 1 
Search results for , issue "vol 2, no 1 (2025)" : 5 Documents clear
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. 
Islamic Education and Intercultural Competence: Promoting Religious Literacy in Multicultural Societies Yahya Mohammed Abu Bakr; Norakyairee Mohd Raus; Ahmed H. Ibrahim; Atta Ullah Faizi
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.v2i1.23

Abstract

This study examines the role of Islamic education in promoting intercultural competence and religious literacy within increasingly multicultural societies. The research aims to explore the theoretical relationship between Islamic educational philosophy, intercultural competence, and religious literacy while identifying their potential contributions to social cohesion, inclusive citizenship, and peaceful coexistence. The study employs a qualitative library research approach using a systematic review of contemporary scholarly literature. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international educational documents and analyzed through thematic content analysis to identify recurring concepts, emerging trends, and theoretical convergences. The findings indicate that Islamic education possesses substantial potential to foster intercultural competence through core principles such as ta‘āruf (mutual understanding), karāmah (human dignity), ‘adl (justice), raḥmah (compassion), and ta‘āwun (cooperation). The study further reveals that religious literacy and intercultural competence function as complementary educational objectives that strengthen empathy, critical thinking, ethical citizenship, social inclusion, and intercultural dialogue. The novelty of this research lies in the development of the Islamic Intercultural Religious Literacy Framework (IIRLF), an integrative conceptual model that synthesizes Islamic educational philosophy, intercultural competence theory, and religious literacy studies into a comprehensive framework for multicultural education. The study concludes that Islamic education can serve as a significant educational resource for preparing learners to engage responsibly and constructively in culturally and religiously diverse societies while maintaining strong ethical and spiritual foundations
The Influence of Religious Activity Habituation on the Formation of Students’ Character at MI Al-Falah, Tigarun Village, Amuntai Tengah District, Hulu Sungai Utara Regency Ria Susanti; Putri Roseana; Agus Diannor
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.v2i1.3

Abstract

This research is motivated by the moral degradation occurring among children today, prompting schools to make efforts to address this issue. Schools have an important role in shaping the character of their students. Character building involves instilling habits that teach students which actions are good by engaging them in positive routine activities, enabling them to understand, internalize, and apply these values in daily life, such as religious activities conducted at school. The purpose of this study is to determine whether there is an influence of the habituation of religious activities on the character building of students at MI Al-Falah, Tigarun Village, Amuntai Tengah District, North Hulu Sungai Regency. This research is quantitative in nature. The sample consists of 33 students from grades 3 to 6. The sampling technique used is saturated sampling. Data collection techniques include questionnaires, documentation, and observation. Data analysis uses the Product Moment correlation formula. The results of this study indicate that the habituation of religious activities has an influence on the character building of students at MI Al-Falah, Tigarun Village, Amuntai Tengah District, North Hulu Sungai Regency, as evidenced by the correlation test showing that the Product Moment correlation coefficient (0.4751) is greater than the r-table values at the 5% (0.3440) and 1% (0.4421) significance levels. Thus, the results are significant, and it can be concluded that there is an effect of the habituation of religious activities on the character building of the students at MI Al-Falah, Tigarun Village, Amuntai Tengah District, North Hulu Sungai Regency
The Future of Islamic Education in Europe: Challenges, Opportunities, and Emerging Paradigms Ahmad Nabriz; Ahmad Faizal Syahrul Azmi; Abubaker Kashada; Rahmat Ullah; Ajoy Chandra
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.v2i1.20

Abstract

The future of Islamic education in Europe is increasingly shaped by demographic transformation, cultural diversity, digitalization, globalization, and evolving educational expectations. This study aims to examine the major challenges, opportunities, and emerging paradigms influencing the development of Islamic education across contemporary European societies. The research employs a qualitative library research approach through a systematic review and thematic analysis of scholarly literature including peer-reviewed journal articles, academic books, policy documents, and international reports. The findings reveal that Islamic education is undergoing a significant transition from identity-preservation models toward more integrative approaches emphasizing citizenship education, intercultural competence, digital literacy, ethical development, sustainability, and human centered learning. The study further identifies digital transformation, artificial intelligence, curriculum innovation, teacher professionalization, and social cohesion as key factors shaping future educational development. The novelty of the research lies in the development of the European Islamic Education Transformation Framework (EIETF), which synthesizes Islamic educational philosophy, citizenship education, intercultural learning, digital pedagogy, artificial intelligence, and human-centered education into a comprehensive model for educational transformation. The study concludes that Islamic education possesses substantial intellectual, ethical, and pedagogical resources for contributing to inclusive, democratic, and technologically advanced European societies while preserving its distinctive educational identity
Developing Critical Thinking Through Islamic Education: A Systematic Review of Contemporary Approaches Huzaiman Hushin; Yousif Mahmadov; Markhabat Bolat; Mohammad Ahmad Bani Amer
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.v2i1.21

Abstract

This study aims to examine contemporary approaches to developing critical thinking through Islamic education by systematically reviewing recent scholarly literature. The research employs a qualitative library research design using a systematic literature review methodology. Data were collected from peer-reviewed journal articles, academic books, conference proceedings, policy reports, and educational studies. The selected literature was analyzed using thematic content analysis to identify major theoretical foundations, pedagogical approaches, challenges, and emerging trends related to critical thinking development in Islamic educational contexts. The findings reveal that Islamic education possesses substantial intellectual resources for fostering critical thinking through concepts such as ta‘aqqul (reasoning), tafakkur (reflection), ijtihad (independent reasoning), and ‘ilm (knowledge). Contemporary approaches including inquiry-based learning, reflective learning, problem-based learning, collaborative learning, dialogical pedagogy, ethical reasoning, and digital literacy have demonstrated significant potential for enhancing higher-order thinking skills. The study further finds that effective critical thinking development requires integrated efforts involving curriculum reform, teacher professional development, assessment innovation, and responsible use of educational technologies. The novelty of the study lies in the development of the Islamic Critical Thinking Development Framework (ICTDF), which synthesizes Islamic educational philosophy, critical thinking theory, constructivist learning, ethical reasoning, and digital literacy into a comprehensive conceptual model. The study concludes that Islamic education can play a significant role in cultivating intellectually capable, ethically responsible, and critically engaged learners in the twenty-first century

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