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Dini Amalia
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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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Green Islamic Education: Integrating Environmental Ethics into Islamic Religious Education for Sustainable Development Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
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

Environmental degradation has become one of the most pressing global challenges, requiring educational institutions to cultivate ecological awareness and responsible environmental behavior among students. Islamic Religious Education possesses strong theological foundations for environmental stewardship; however, these values remain insufficiently integrated into classroom instruction. This study aims to develop a Green Islamic Education framework that incorporates Islamic environmental ethics into the teaching and learning process. A qualitative design based on library research and multiple case studies was employed. Data were obtained through curriculum analysis, classroom observations, interviews with teachers, and institutional document reviews. The results demonstrate that integrating Qur’anic environmental values, prophetic traditions, project-based ecological activities, and community participation significantly enhances students’ environmental literacy, ecological responsibility, and sustainable lifestyles. The framework also encourages interdisciplinary collaboration aligned with Sustainable Development Goals (SDGs). The novelty of this study is the formulation of a comprehensive Green Islamic Education model that combines Islamic ecological theology, environmental education, and sustainability competencies within contemporary Islamic Religious Education
Neuroscience-Based Islamic Religious Education: Strengthening Students’ Spiritual Intelligence and Meaningful Learning Najeeb Yahya; Helene Knudstad; Md. Sultan Mahmud
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

Recent advances in neuroscience have provided valuable insights into how the brain processes learning, memory, emotion, and moral reasoning. Despite these developments, neuroscience has rarely been integrated into Islamic Religious Education (IRE). This study aims to develop a neuroscience-based instructional model that enhances students’ spiritual intelligence and promotes meaningful learning within Islamic educational settings. A research and development (R&D) approach was employed using the ADDIE model, including needs assessment, instructional design, expert validation, limited implementation, and evaluation. Data were collected through interviews, classroom observations, expert judgment, learning achievement tests, and students’ spiritual intelligence questionnaires. The findings indicate that learning activities designed according to neuroscientific principles such as emotional engagement, reflective learning, spaced repetition, storytelling, and experiential practice significantly improve students’ conceptual understanding, long-term memory retention, emotional regulation, and spiritual awareness. Furthermore, integrating Qur’anic reflection with neuroscience-informed pedagogical strategies creates a more engaging and student-centered learning environment. The novelty of this research lies in introducing an integrative neuroscience-based Islamic learning model that combines cognitive science, affective development, and Islamic spirituality to support holistic educational outcomes in the twenty-first century
Virtual Reality-Based Islamic Religious Education: Enhancing Students’ Religious Experience and Historical Understanding Mowafg Masuwd; Markhabat Bolat; Mohammad Ahmad Bani Amer
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Immersive technologies such as Virtual Reality (VR) have transformed educational practices by creating interactive and experiential learning environments. Nevertheless, their implementation in Islamic Religious Education remains relatively unexplored. This study aims to investigate the effectiveness of VR-based instruction in improving students’ understanding of Islamic history and enhancing meaningful religious learning experiences. A quasi-experimental design involving 186 secondary school students was employed. Students in the experimental group participated in VR-assisted learning activities featuring virtual tours of Islamic historical sites, simulations of Hajj rituals, and immersive explorations of Islamic civilization, while the control group received conventional instruction. Data were collected through achievement tests, motivation questionnaires, classroom observations, and interviews. The results indicate that VR significantly improves conceptual understanding, historical awareness, student engagement, and learning motivation. Students also reported greater emotional involvement and stronger connections with Islamic historical narratives. The novelty of this study is the development of an Immersive Islamic Learning Model that integrates virtual reality technology with experiential learning principles to strengthen cognitive, affective, and spiritual dimensions of Islamic Religious Education
Learning Analytics in Islamic Religious Education: Predicting Students’ Learning Achievement through Educational Data Mining Husna Husna; Khalid Abdullah Al Muzaini; Maryam Rashid Saleh Al Tamimi; Muneera Mohammed Al Dossary
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

The increasing availability of educational data has opened new opportunities for improving instructional decision-making through learning analytics. However, its application in Islamic Religious Education (IRE) remains limited, particularly in predicting students’ academic achievement and learning behavior. This study aims to develop a learning analytics model capable of identifying learning patterns and predicting students’ performance in IRE. A quantitative research design employing Educational Data Mining (EDM) techniques was conducted using learning management system (LMS) data from 512 secondary school students. Data included attendance records, assignment completion, online participation, quiz scores, and learning engagement indicators. Machine learning algorithms, including Decision Tree, Random Forest, and Support Vector Machine, were employed to develop predictive models. The findings reveal that learning engagement, assignment consistency, and reflective participation significantly predict students’ academic achievement. Furthermore, predictive analytics enables teachers to identify at-risk learners early and provide personalized interventions to improve learning outcomes. The novelty of this study lies in proposing the Islamic Learning Analytics Framework, integrating educational data mining, predictive modeling, and Islamic pedagogical principles to support evidence-based instructional decision-making
Authentic Assessment in Islamic Religious Education: Measuring Students’ Holistic Competencies through Performance-Based Evaluation Mahmoud Abdullah; Huzaiman Hushin; Salma Begum; Yousif Mahmadov; Abdallah El-Khatib
Ar-rayyan: Journal Of Islamic Education Vol. 3 No. 1: Jan-Jun 2026, Ar-Rayyan: Journal of Islamic Education
Publisher : PT Barkah Ilmi Fiddunya

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Abstract

Assessment in Islamic Religious Education has traditionally focused on measuring cognitive achievement, often neglecting students’ affective and behavioral competencies. This study aims to develop an authentic assessment model capable of comprehensively evaluating students’ knowledge, attitudes, skills, and religious practices. A research and development methodology employing the Borg and Gall model was utilized. The study involved curriculum experts, Islamic education teachers, and secondary school students during instrument development, validation, pilot implementation, and evaluation stages. Data were analyzed using content validity, reliability testing, and descriptive statistics. The findings indicate that authentic assessment using portfolios, reflective journals, project evaluations, self-assessment, peer assessment, and performance tasks provides a more comprehensive understanding of students’ learning outcomes. Teachers also reported greater effectiveness in monitoring students’ character development, religious practice, and collaborative skills. The assessment model aligns well with competency-based curricula and supports continuous learning improvement. The novelty of this study lies in constructing a Holistic Authentic Assessment Framework specifically designed for Islamic Religious Education, integrating cognitive, affective, psychomotor, and spiritual domains into a unified evaluation system

Page 3 of 3 | Total Record : 25

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