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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
Core Subject :
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 5 Documents
 1 
Search results for , issue "vol 2, no 2 (2025)" : 5 Documents clear
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
Bridging Tradition and Innovation: Transforming Islamic Pedagogy for the Twenty-First Century Faruk Kerem Sentürk; Esraa Al-Sarray; Farouq Ahmad Faleh Alazzam; Ihsan Yilmaz
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.v2i2.19

Abstract

The rapid transformation of contemporary societies driven by globalization, digitalization, artificial intelligence, and technological innovation has created significant challenges and opportunities for educational systems worldwide. This study aims to examine how Islamic pedagogy can bridge tradition and innovation in order to respond effectively to the demands of the twenty-first century. The research employs a qualitative library research approach through a systematic review and thematic analysis of scholarly literature concerning Islamic education, educational innovation, digital pedagogy, human-centered learning, and twenty-first-century competencies. The findings indicate that the foundational concepts of ta‘lim, tarbiyah, and ta’dib remain highly relevant for addressing contemporary educational challenges when integrated with learner-centered pedagogy, digital literacy, critical thinking, creativity, collaboration, and global citizenship education. The study further reveals that successful educational transformation requires holistic alignment among educational philosophy, curriculum design, teacher development, technology integration, and institutional culture. The novelty of this study lies in the development of the Integrative Islamic Pedagogy Framework (IIPF), which synthesizes Islamic educational philosophy, twenty-first-century learning theory, human-centered education, digital pedagogy, and transformative learning into a comprehensive model for educational reform. The study concludes that Islamic pedagogy possesses substantial conceptual resources for fostering ethical, innovative, and socially responsible learners capable of contributing positively to an increasingly interconnected and technologically driven world
From Memorization to Meaning-Making: Rethinking Learning Outcomes in Contemporary Islamic Education Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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.v2i2.24

Abstract

This study explores the transformation of learning outcomes in contemporary Islamic education by examining the shift from memorization-oriented learning toward meaning-making-oriented educational practices. The purpose of the study is to analyze the theoretical foundations, educational implications, and future directions of meaningful learning within Islamic educational contexts. The research employs a qualitative library research approach through a systematic review of contemporary literature including peer-reviewed journal articles, academic books, policy reports, and educational documents. Data were analyzed using thematic content analysis to identify recurring concepts, theoretical trends, and emerging perspectives related to learning outcomes, constructivism, transformative learning, deep learning, and Islamic educational philosophy. The findings reveal that memorization remains an important foundational component of Islamic education; however, it should be integrated into broader processes of understanding (fahm), reflection (tafakkur), wisdom (ḥikmah), ethical action (‘amal), character formation (ta’dīb), and holistic development (tarbiyah). The study further demonstrates significant conceptual convergence between contemporary learning theories and classical Islamic educational principles in promoting learner agency, critical thinking, ethical reasoning, and social responsibility. The novelty of this study lies in the development of the Meaning-Making Islamic Learning Outcomes Framework (MMILOF), an integrative model that synthesizes Islamic epistemological concepts with contemporary educational theories to provide a comprehensive framework for educational reform. The study concludes that Islamic education should move beyond viewing memorization as an end goal and instead position it as a foundation for meaningful, transformative, and holistic learning.
The Influence of Social Media Use on Students’ Morals at Madrasah Aliyah Negeri 3 Tabalong, South Kalimantan Riska Reysa; Ria Susanti; Khairul Washfiah
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.v2i2.4

Abstract

The rapid advancement of digital technology has significantly transformed the way students communicate, access information, and interact within society. Among these technological developments, social media has become an inseparable part of adolescents' daily lives, offering both educational opportunities and moral challenges. This study aims to examine the influence of social media use on students' moral behavior at Madrasah Aliyah Negeri (MAN) 3 Tabalong, South Kalimantan. A quantitative research approach was employed using a survey method. The study involved a population of 152 students, from which 35 respondents were selected through purposive sampling. Data were collected through questionnaires, interviews, observations, and documentation. The collected data were analyzed using descriptive statistics, validity and reliability tests, simple linear regression, product-moment correlation, t-test, and coefficient of determination analysis. The findings reveal that the calculated t-value (3.430) exceeded the critical t-table value (1.692), indicating a statistically significant relationship between social media use and students' moral behavior. The regression analysis produced the equation Y = 33.390 + 0.479X, demonstrating a positive linear relationship. Furthermore, the coefficient of determination indicates that social media use contributes 21.8% to students' moral development, while the remaining 78.2% is influenced by other factors outside the scope of this study. These findings highlight that although social media significantly influences students' morals, teachers, parents, and schools remain essential in fostering responsible digital behavior and strengthening students' moral character.
Analysis of Factors Influencing Students’ Interest in the Islamic Religious Education Subject Muhammad Yusuf; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi
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.v2i2.15

Abstract

This study aims to analyze the factors influencing students' interest in Islamic Religious Education (PAI) subjects using a literature review method. This method involves reviewing various sources, such as journals, books, and previous research related to the topic. The factors analyzed include the role of teachers, teaching methods, school environment, family support, and peer influence. The analysis results show that the teacher's role and teaching methods significantly impact students' interest in learning PAI. Additionally, the school environment and family support also contribute to increasing or decreasing students' interest in this subject. This study is expected to serve as a reference for educators and educational institutions in designing more effective teaching strategies to enhance students' interest in PAI.

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