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Ar-Rayyan: Journal of Islamic Education
Published by PT Barkah Ilmi Fiddunya
ISSN : -     EISSN : 30643031     DOI : -
Core Subject :
Ar-Rayyan: Journal of Islamic Education is a peer-reviewed academic journal dedicated to advancing the field of Islamic education through rigorous research, innovative practices, and scholarly discourse. This journal serves as a platform for educators, researchers, and practitioners to explore the multifaceted dimensions of Islamic education, including curriculum development, pedagogical strategies, assessment methodologies, and the integration of Islamic values in contemporary educational settings. The journal aims to: Promote Research: Facilitate the dissemination of high-quality research that addresses key challenges and opportunities in Islamic education globally. Encourage Dialogue: Foster a scholarly dialogue among educators, policymakers, and researchers to share insights and best practices in the field. Highlight Innovations: Showcase innovative approaches and successful programs in Islamic education, emphasizing practical applications and outcomes. Support Professional Development: Provide resources and insights that contribute to the professional growth of educators within the Islamic educational landscape. Ar-Rayyan invites contributions from a diverse range of disciplines, encouraging interdisciplinary perspectives that enrich the understanding of Islamic education. We welcome empirical studies, theoretical papers, literature reviews, and case studies that contribute to the ongoing conversation about education in the context of Islam. By bridging theory and practice, Ar-Rayyan aims to empower educators and learners alike, ensuring that Islamic education remains relevant and impactful in the modern world
Arjuna Subject : -
Articles 25 Documents
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The Role of Islamic Pedagogy in Shaping Contemporary Educational Thought: An In-Depth Analysis of Islamic Thought in Modern Education Systems Mukhlis Mukhlis; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi Azmi; Ahmad Fauzan Akbar; Ahmad Nabriz
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

This study explores the role of Islamic pedagogy in shaping contemporary educational thought, particularly within modern education systems that increasingly demand holistic, ethical, and transformative learning frameworks. The research aims to identify the core pedagogical principles rooted in Islamic intellectual tradition and examine their relevance to modern educational discourses. Using a library research method, the study analyzes classical and contemporary texts, educational theories, and scholarly interpretations related to Islamic pedagogy. The findings reveal that Islamic pedagogy offers rich contributions to contemporary education, especially in areas of character formation, integrative knowledge, learner-centered approaches, and ethical reasoning. Furthermore, the study highlights the alignment between Islamic pedagogical concepts and modern educational reforms that emphasize moral education, critical thinking, and humanization. Overall, the research concludes that Islamic pedagogy holds significant potential for enriching global educational thought when articulated through contemporary academic dialogue
Comparison of the Dick and Carey and ADDIE Instructional Design Models in Islamic Religious Education Learning Latifa Khusnul Fatikhah; Muhammad Aliy Madani; M. Rizwal Fazar; Sisca Yolanda Aulia; Winda Yanti; Rahmad Hulbat
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
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Abstract

This research is motivated by the importance of using systematic instructional design models to improve the effectiveness of the learning process in Islamic Religious Education (PAI). In practice, educators need a model that can help them design learning in a structured manner so that learning objectives can be achieved optimally. Two models that are often used in instructional development are the Dick and Carey model and the ADDIE model. Both are known as systematic models, yet they have different stages and characteristics in their application to PAI learning. Based on this background, the focus of this study is to compare the Dick and Carey instructional design model and the ADDIE model in Islamic Religious Education learning. This study aims to identify the steps of the Dick and Carey model, the steps of the ADDIE model, their similarities and differences, as well as the strengths and weaknesses of each model in their application to PAI learning. The research method used is qualitative research with a library research approach. The data were obtained from various literature sources such as books, scientific journals, and articles relevant to the Dick and Carey and ADDIE instructional design models. The data were then analyzed using a descriptive-comparative method to identify the characteristics, similarities, and differences between the two models. The results of the study indicate that the Dick and Carey model has ten detailed and systematic steps that can help teachers design learning in a structured and in-depth manner. Meanwhile, the ADDIE model has five main stages Analysis, Design, Development, Implementation, and Evaluation which are simpler and more flexible to apply. Both models share similarities in their systematic approach but differ in the level of detail of the steps and the flexibility of their implementation in PAI learning
The Concept of Humans as Khalifah and the Strengthening of Self-Management Based on Hadith in Islamic Religious Education Learning Arif Wahyudi; Suraijiah Suraijiah; Fahmi Riady; Rusdiana Rusdiana
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
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Abstract

This study aims to examine the concept of humans as khalifah and to integrate it with the strengthening of self-management based on hadith in Islamic Religious Education (PAI) learning. The method used is a literature study with a qualitative approach, analyzing various sources related to Qur’anic verses, hadith, and theories of self-management in education. The novelty of this research lies in the conceptual synthesis between leadership values within the concept of khalifah and self-management indicators explicitly derived from hadith, as well as their implementation in the design of PAI learning. In contrast to other studies that tend to discuss these two aspects separately, this research offers an integrative model that connects theological and practical dimensions in character building, the results of the study indicate that hadith values such as discipline, responsibility, self-control, and planning have strong relevance in shaping students’ self-management abilities. The integration of these values with the concept of khalifah in PAI learning can enhance self-awareness, independence, and effective behavioral management skills. Therefore, PAI learning functions not only as a transfer of knowledge but also as a means of strengthening leadership character based on contextual and applicable Islamic values
Artificial Intelligence-Assisted Islamic Religious Education: Enhancing Students' Critical Thinking and Ethical Awareness in the Digital Era Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
Ar-rayyan: Journal Of Islamic Education Vol. 1 No. 2: Juli-Des 2024, Ar-Rayyan: Journal of Islamic Education
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Abstract

The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, including Islamic Religious Education (IRE). However, limited studies have comprehensively examined the integration of AI to simultaneously enhance students' critical thinking and ethical awareness within Islamic educational contexts. This study aims to analyze the effectiveness of AI-assisted learning in improving students' critical thinking skills while strengthening Islamic ethical values in secondary education. The research employed a mixed-method approach using a sequential explanatory design. Quantitative data were collected through pretest-posttest assessments involving 240 students from Islamic senior high schools, while qualitative data were obtained through classroom observations and in-depth interviews with teachers and students. The findings indicate that AI-assisted learning significantly improves students' analytical thinking, problem-solving ability, learning engagement, and digital literacy. Moreover, when integrated with Islamic ethical principles, AI encourages responsible technology use, strengthens moral reasoning, and promotes reflective learning behaviors. Teachers also demonstrated improved instructional innovation through adaptive learning strategies supported by AI applications. The novelty of this study lies in proposing an integrative framework that combines artificial intelligence, critical thinking development, and Islamic ethical education within a holistic instructional model, providing a new paradigm for digital transformation in Islamic Religious Education
Integrating Maqāṣid al-Sharī'ah into Islamic Religious Education Curriculum A Framework for Sustainable Character Development Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
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Abstract

The implementation of Islamic Religious Education frequently emphasizes cognitive achievement while giving insufficient attention to the broader objectives of Islamic law (Maqāṣid al-Sharī'ah) as the foundation of character formation. This study aims to develop an integrative curriculum framework that incorporates Maqāṣid al-Sharī'ah principles into Islamic Religious Education to foster sustainable character development. A qualitative research design employing document analysis and expert validation was utilized. Data were collected from curriculum documents, educational policies, classical Islamic literature, and interviews with curriculum experts and Islamic education scholars. The results reveal that integrating the five essential dimensions of Maqāṣid al-Sharī'ah protection of religion, life, intellect, lineage, and wealth significantly enriches curriculum content, instructional strategies, and authentic assessment practices. The framework also promotes students' ethical decision-making, social responsibility, environmental awareness, and lifelong learning competencies. Furthermore, curriculum integration encourages interdisciplinary learning aligned with Sustainable Development Goals (SDGs). The novelty of this research lies in constructing a comprehensive Maqāṣid-based curriculum model specifically designed for contemporary Islamic Religious Education, bridging classical Islamic educational philosophy with twenty-first-century educational demands
Digital Islamic Literacy and Students' Religious Moderation: Evidence from Indonesian Islamic Senior High Schools Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
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Abstract

The widespread use of digital media has reshaped students' access to religious knowledge while simultaneously increasing exposure to misinformation and religious extremism. Consequently, strengthening digital Islamic literacy has become increasingly important in promoting religious moderation among students. This study aims to investigate the relationship between digital Islamic literacy and students' attitudes toward religious moderation in Islamic senior high schools in Indonesia. A quantitative correlational design was employed involving 487 students selected through stratified random sampling. Data were analyzed using Structural Equation Modeling (SEM). The findings demonstrate that digital Islamic literacy positively influences students' understanding of Islamic teachings, critical evaluation of online religious information, tolerance toward diversity, and rejection of extremist narratives. Students with higher levels of digital literacy exhibit significantly stronger attitudes toward peaceful coexistence and inclusive religious perspectives. The study further identifies teachers' digital competence and school culture as important mediating factors. The novelty of this research is the development of an integrated conceptual model linking digital Islamic literacy, critical religious reasoning, and religious moderation, offering empirical evidence for strengthening Islamic education in the digital era.
Transformative Islamic Character Education through Project-Based Learning: Promoting Social Responsibility among Muslim Students Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
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Character education remains one of the primary objectives of Islamic education; however, conventional instructional methods often fail to provide meaningful opportunities for students to practice moral values in authentic social contexts. This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) in promoting transformative Islamic character education and strengthening students' social responsibility. The research adopted a quasi-experimental design involving two comparable classes from Islamic secondary schools. Data were collected using character assessment scales, observation sheets, reflective journals, and interviews. Statistical analysis revealed that students participating in project-based learning achieved significantly higher levels of empathy, cooperation, leadership, responsibility, and civic engagement compared to those receiving conventional instruction. Students also demonstrated increased motivation to implement Islamic values through community service activities and collaborative social projects. The findings suggest that experiential learning provides authentic opportunities for internalizing Islamic moral principles. The novelty of this study lies in integrating Project-Based Learning with Islamic character education into a transformative pedagogical framework that encourages active citizenship and sustainable community engagement
Islamic Educational Leadership in the Era of Digital Transformation: Developing Adaptive Leadership Competencies for School Principals Mowafg Masuwd; Markhabat Bolat; Mohammad Ahmad Bani Amer
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 1: Jan-Jun 2025, Ar-Rayyan: Journal of Islamic Education
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Abstract

Digital transformation has fundamentally changed educational management, requiring school leaders to possess adaptive leadership competencies capable of responding to technological innovation and organizational change. Nevertheless, limited research has examined Islamic educational leadership from the perspective of digital transformation. This study aims to formulate an adaptive leadership model for principals of Islamic educational institutions in the digital era. A qualitative multiple-case study was conducted across several Islamic schools recognized for implementing digital innovation. Data were collected through interviews, observations, and document analysis, followed by thematic analysis. The findings indicate that successful Islamic educational leadership combines visionary planning, technological competence, collaborative decision-making, ethical governance, and Islamic values-based management. School principals who successfully integrate these competencies create innovative organizational cultures while maintaining strong religious identity and institutional integrity. The proposed leadership model also supports sustainable school improvement through continuous professional development and digital governance. The novelty of this research is the formulation of an Adaptive Digital Islamic Leadership Model that integrates contemporary leadership theory with Islamic educational values, offering a comprehensive framework for leading Islamic schools in the era of educational digitalization
Deep Learning-Based Islamic Religious Education: Transforming Higher-Order Thinking Skills in Contemporary Classrooms Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
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Abstract

The implementation of deep learning has emerged as a major educational paradigm emphasizing conceptual understanding, critical inquiry, and lifelong learning. Nevertheless, Islamic Religious Education continues to rely predominantly on memorization-oriented instructional approaches. This study aims to investigate the effectiveness of deep learning strategies in improving higher-order thinking skills among students studying Islamic Religious Education. A quasi-experimental research design involving 216 secondary school students was implemented using experimental and control groups. Data were collected through critical thinking tests, classroom observations, learning motivation scales, and reflective journals. Statistical analyses revealed that students exposed to deep learning strategies demonstrated significantly higher levels of critical thinking, analytical reasoning, problem-solving ability, collaborative learning, and conceptual understanding than those receiving conventional instruction. Deep learning also promoted reflective engagement with Islamic teachings and encouraged students to relate religious principles to contemporary social issues. The novelty of this study lies in proposing a Deep Learning-Based Islamic Religious Education Model that integrates inquiry-based pedagogy, reflective practice, and authentic assessment to transform Islamic learning into a more meaningful and intellectually engaging educational experience
Digital Transformation of Islamic Boarding Schools: Developing Smart Pesantren through Educational Technology Integration Mowafg Masuwd; Markhabat Bolat; Mohammad Ahmad Bani Amer
Ar-rayyan: Journal Of Islamic Education Vol. 2 No. 2: Juli-Des 2025, Ar-Rayyan: Journal of Islamic Education
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Islamic boarding schools (Pesantren) are experiencing increasing pressure to adapt to digital transformation while preserving their traditional educational identity. This study aims to analyze strategies for developing Smart Pesantren through the integration of educational technology, digital management systems, and Islamic values. A multiple-case qualitative study was conducted across several modern Islamic boarding schools implementing digital innovation. Data were collected through interviews with school leaders, teachers, students, classroom observations, and institutional documentation. The findings reveal that successful digital transformation depends on visionary leadership, digital infrastructure, teacher competence, curriculum innovation, and institutional culture. Technology integration enhances administrative efficiency, instructional quality, student engagement, and access to digital Islamic resources while maintaining the spiritual traditions of pesantren education. The study also identifies several implementation challenges, including digital literacy gaps, infrastructure disparities, and resistance to organizational change. The novelty of this research lies in developing the Smart Pesantren Transformation Framework, which integrates educational technology, Islamic leadership, institutional governance, and pesantren values into a comprehensive digital transformation model

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