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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 25 Documents
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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
Integrating Maqāṣid al-Sharī‘ah into Contemporary Islamic Curriculum Design for Sustainable Educational Development Goals Husna Husna; Mahmoud Abdullah; Helene Knudstad; Md. Sultan Mahmud; Khalid Abdullah Al Muzaini
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.v3i1.28

Abstract

This study aims to examine the integration of Maqāṣid al-Sharī‘ah into contemporary Islamic curriculum design as a strategic framework for achieving Sustainable Educational Development Goals (SEDGs). The increasing complexity of global challenges, including digital transformation, environmental degradation, social inequality, moral crises, and the demands of sustainable development, requires Islamic education to adopt a more holistic and future-oriented educational paradigm. Employing a qualitative library research approach, this study analyzes recent scholarly literature, and policy documents, The findings reveal that the fundamental objectives of Maqāṣid al-Sharī‘ah namely the preservation of religion (ḥifẓ al-dīn), life (ḥifẓ al-nafs), intellect (ḥifẓ al-‘aql), lineage (ḥifẓ al-nasl), and wealth (ḥifẓ al-māl) demonstrate substantial alignment with contemporary educational sustainability principles, particularly those embodied in Sustainable Development Goal 4 concerning quality education. The study further identifies that the integration of maqāṣid into curriculum design can be operationalized through curriculum objectives, learning outcomes, pedagogical approaches, authentic assessment, ethical digital literacy, environmental education, and character development. The novelty of this research lies in proposing a conceptual framework that systematically links the dimensions of Maqāṣid al-Sharī‘ah with Sustainable Educational Development Goals, thereby creating a holistic, adaptive, and value-oriented model of Islamic curriculum development. The study concludes that maqāṣid-based curriculum design offers a transformative educational approach capable of promoting human flourishing, social justice, ethical responsibility, and sustainable development while maintaining the normative foundations of Islamic education
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
Analysis of the Relationship between Islamic Religious Education and its Function in Forming Emotional Intelligence in Early Age Children Yahya Mohammed Abu Bakr; Norakyairee Mohd Raus; Ahmed H. Ibrahim; Atta Ullah Faizi
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.v1i2.33

Abstract

This research aims to analyze the relationship between Islamic Religious Education (PAI) and its function in forming emotional intelligence in early childhood. Emotional intelligence is an important aspect in child development which includes the ability to recognize, understand and manage emotions in oneself and others. Islamic religious education, through teaching moral and spiritual values, is expected to play a significant role in developing children's emotional intelligence. This research uses a qualitative approach with a case study method, involving observation, interviews with teachers and parents, as well as analysis of PAI teaching materials. The research results show that the integration of religious values in the PAI curriculum, such as empathy, patience and cooperation, effectively helps children develop their emotional intelligence. Apart from that, the religious practices taught in PAI, such as praying and reciting the Koran, also have a positive impact on children's emotional management. However, there are challenges in implementing this education, including a lack of training for teachers and limited resources. Therefore, it is recommended to strengthen teacher training and provide adequate resources to support the effective implementation of PAI. Thus, PAI can contribute more to forming the emotional intelligence of young children
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 the Islamic Religious Education Curriculum and the Function of Achieving Character Education Goals 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 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.v1i1.29

Abstract

This study analyzes the Islamic Religious Education (PAI) curriculum in relation to the achievement of character education goals in Indonesia. Character education is an integral part of the national education system aimed at developing students' moral and ethical values. The PAI curriculum plays a crucial role in achieving this goal through the teaching of religious values integrated into various aspects of learning. The research methods used include literature review and analysis of the applicable PAI curriculum documents. The results show that the PAI curriculum is designed to develop students' character through materials covering aspects of faith, worship, and morality. However, there are challenges in its implementation, such as the lack of teacher training, limited resources, and the mismatch between theory and practice in the field. To address these challenges, it is recommended to enhance teacher competencies through continuous training, provide adequate educational resources, and conduct ongoing curriculum evaluations. Thus, the PAI curriculum can be more effective in supporting the formation of students' integrity, ethics, and strong personalities in accordance with national education goals
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
Transforming Islamic Pedagogy Through Digital Innovation and Ethical Frameworks in Post-Pandemic Higher Education Systems Huzaiman Hushin
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.v1i1.34

Abstract

The post-pandemic era has accelerated the digital transformation of higher education institutions worldwide, compelling Islamic higher education systems to reconsider their pedagogical approaches, technological infrastructures, and ethical foundations. This study aims to examine how Islamic pedagogy can be transformed through digital innovation while maintaining ethical principles rooted in Islamic educational philosophy. Employing a qualitative library research approach, the study analyzes recent scholarly literature, policy reports concerning digital learning, Islamic pedagogy, educational technology, and ethical frameworks in higher education. The findings indicate that digital innovation has significantly enhanced learning accessibility, pedagogical flexibility, collaborative engagement, and personalized learning experiences within Islamic higher education. However, challenges related to digital ethics, academic integrity, data privacy, technological inequality, and the preservation of Islamic values remain critical concerns. The study proposes an integrated framework that combines digital innovation with Islamic ethical principles, emphasizing responsible technology use, critical digital literacy, learner-centered pedagogy, and value-based educational practices. The novelty of this research lies in developing a conceptual model that systematically connects digital transformation, Islamic pedagogy, and ethical governance within post-pandemic higher education systems. The study concludes that sustainable educational transformation requires the integration of technological advancement with ethical and spiritual dimensions to ensure that digital innovation contributes meaningfully to holistic human development and educational excellence

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