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This study discusses the development of narratives on Islamic morality and history through interactive audiovisual media as an effort to address the learning needs of the digital generation that demands high engagement, engaging visualizations, and immersive learning experiences. Based on library research methods, this study examines literature on narrative pedagogy, Islamic historiography, and digital learning technology to formulate a narrative model that integrates cognitive, affective, and interactive aspects. The review shows that although audiovisual media and technologies such as AR/VR have been proven to increase student motivation and understanding, studies specifically combining narratives on morality, Islamic history, and interactivity design are still limited. This study proposes a participatory narrative model based on interactive audiovisual through choice-based storytelling, reflective quizzes, and micro-scenarios that can strengthen historical understanding while internalizing moral values. The analysis shows that interactive media serves not only as a means of conveying information but also as a space for moral experience that allows students to build empathy, reflection, and value awareness. This study provides theoretical contributions to the development of narrative pedagogy in Islamic education and provides practical recommendations regarding media design, teacher readiness, and infrastructure support for the implementation of more effective and meaningful digital learning.

Basically, In order to have a lasting, contented, and successful family, a man and a woman must physically and spiritually join via marriage. This marriage contract gives both parties the right to enjoy a relationship in accordance with the Shari'a. This study aims to reveal and compare the views of scholars from various schools of thought (Hanafiyah, Malikiah, Syafi ivah, and Hanabilah) regarding temporary marriage, namely “Nikah Mutah,” which is viewed from the legal arguments of each scholar. The descriptive technique was used in this study. which describes the thoughts of previous scholars regarding mut'ah marriage and the legal basis they used. The study's findings indicate that the ulama agree to prohibit mutah marriages absolutely, based on several propositions and the Qur'an, such as surah An-Nisa (4) 24. Al-Mu'minun (23): 5-7, and At- Thalaq (65) 1, as well as various hadiths. The consensus of scholars also supports the prohibition of mut'ah marriage. On the other hand, the Svi'ah view regarding mut'ah marriage is that this marriage is permitted, referring to QS An-Nisa (4): 24, which is considered to be related to temporary marriage. This mut'ah marriage allowed during the period the beginning of Islamic history, and some narrations from Shiite sources indicate that the law on mut'ah marriage was never canceled by the Koran or the Prophet Muhammad SAW. According to Shiite scholars, the prohibition on mut'ah marriage occurred during the time of Caliph Umar bin Khattab, which they consider as an ijtihad.

The Umayyad Dynasty (661–750 AD) was the first Islamic dynasty to implement a hereditary monarchy and played a significant role in the massive expansion of Islamic rule. After the end of the Caliphate, power passed to Muawiyah ibn Abu Sufyan, who founded the dynasty and moved the center of government to Damascus. This study aims to examine the political, social, economic, and religious dynamics during the Umayyad Dynasty through qualitative methods and a literature review approach. The results of the study indicate that the success of the Umayyad expansion to Spain in the west and India in the east was driven by solid military strength, intelligent diplomatic strategies, and an established government administration system. In the economic aspect, the Umayyad Dynasty developed a taxation and currency system that supported the country's financial stability. Infrastructure such as roads, postal services, and communication systems were also improved to support connectivity between regions. In the social and cultural fields, interactions between various ethnicities and religions encouraged the development of science, art, literature, and architecture, including the emergence of a distinctive Islamic architectural style. However, the unequal social system between Arabs and non-Arabs (mawali), as well as discrimination within the government, fueled public dissatisfaction. Furthermore, sectarian conflict between Sunnis and Shiites exacerbated the domestic political situation. Inequities in the distribution of power, nepotism, and authoritarianism were the main causes of the weakening of support for the Umayyad government. Ultimately, this dynasty collapsed after being overthrown by the Abbasid Dynasty in 750 CE. This study emphasizes that the success of a government is greatly influenced by just leadership, an inclusive government system, and the ability to respond adaptively to socio-political challenges.

Public service in the Islamic perspective is a comprehensive concept, integrating religious principles with governance practices to achieve justice, efficiency, and public welfare. This concept is based on the Qur'an and Hadith, which emphasize values ​​such as justice (*'Adl*), responsibility (accountability), consultation (*Shura*), and welfare (*Maslahah*). Public service in Islam is not only a transaction, but also has moral and spiritual aspects, where providing the best service is considered as worship and a form of obedience to Allah. The scope of public service in Islam includes various important sectors such as education, health, law, and socio-economic welfare. Islamic history, especially in the era of the Prophet Muhammad SAW and the Khulafaur Rasyidin, shows concrete examples of the application of these principles, such as the construction of mosques as centers of learning, the establishment of hospitals, and the management of Baitul Mal for the fair distribution of resources. In the modern context, especially in Indonesia, Islamic values ​​have proven to play an important role in bureaucratic reform and improving the quality of public services. Despite facing obstacles such as lack of resources and integration between institutions, the application of Islamic principles in public services—as seen in Islamic hospitals and Islamic travel agents—shows the possibility of producing more just, humane, and quality services. Thus, the Islamic approach to public services provides an ethical framework that is flexible, responsive, and focused on the welfare of society.  

Islam entered Malaysia through trade, especially by Arab, Indian and Chinese traders since the 7th century, but wider spread occurred in the 13th century through the Kingdoms of Samudera Pasai and Melaka. The Islamization process became stronger with the role of the Malay kingdoms in making Islam the official religion, establishing a sharia-based government system, and introducing Jawi writing as the main medium in education and administration.The development of Islamic education in Malaysia began with the Islamic boarding school and madrasa system which emphasized traditional religious teachings. In the colonial era, Islamic education underwent changes with the establishment of folk religious schools and modern madrasas which combined religious and academic curricula. After independence, the Malaysian government introduced a more formal Islamic education system through national religious schools, tahfiz institutions, and Islamic universities. This development was strengthened by the introduction of JAKIM, the Malaysian Ministry of Education, as well as an educational foundation that supports the integration of Islamic values ​​in the national education system. Today, Islamic education in Malaysia continues to develop through technology and innovation, ensuring it is relevant in the modern world while preserving Islamic scientific traditions.

Abstract This study examines the representation of Islam in the architecture of the KH Hasyim Asy'ari Indonesian Islamic Museum as a symbol of preserving Islamic history and culture in Indonesia. Using a descriptive qualitative method, this study identifies the symbolic and philosophical elements contained in the facade, interior, and circulation of the museum space. The results of the study show that the museum architecture adopts a post-modern style with a triangular pyramid shape that tapers upwards, symbolizing the majesty and sustainability of Islamic civilization. The concept of postmodern space is applied, with unclear boundaries between spaces, creating a continuous visual and functional flow, while providing a harmonious spatial experience for visitors. The arrangement of space and circulation utilizes the principle of postmodern space, where spaces appear separate but remain visually and functionally connected, reflecting diversity and inclusivity in the concept of Islam. The representation of Islam on the museum facade is depicted through a motif that resembles santri sungkem to kyai, a symbol of respect and closeness to religious teachings. The pyramid shape not only adopts world architectural designs, but also has a philosophical meaning related to the majesty, identity, and heritage of Islamic civilization in Indonesia. This study confirms that museum architecture is not only a work of visual art, but also a symbol of Islamic identity that is profound and historically and culturally meaningful.  

This study examines the role of the Tomb of Puyang Mengkedum Sakti as a historical and cultural symbol in the spread of Islam in Lahat Regency, South Sumatra. The main issue addressed is the lack of documentation and public understanding of Puyang Mengkedum Sakti’s contribution to the Islamization process in the region. The objective of the research is to identify the historical and da’wah values embedded in the tomb site and to understand the figure’s role in the local spread of Islam. A qualitative method was employed, using data collection techniques such as observation, in-depth interviews, and literature study. The results indicate that Puyang Mengkedum Sakti is a revered figure known for spreading Islamic teachings through local cultural adaptation and religious education. His tomb now serves as a pilgrimage site and a symbol of Islamic identity for the Lahat community.

This article explores the significant role of the Mamluk Dynasty of Egypt in the history of Islamic civilization during the medieval period and examines the impact of its conflict with the Ottoman Empire. The Mamluk Dynasty, ruling from 1250 to 1517 CE, was uniquely established by former military slaves who rose to power. The dynasty played a crucial role in defending the Islamic world from Mongol invasions and Crusader attacks, notably through its victory at the Battle of 'Ain Jalut. However, in its final decades, the Mamluks suffered from internal strife, corruption, and failure to adapt to modern military developments. This study employs a descriptive qualitative and historical research approach, utilizing both primary and secondary sources. The main focus is the political and military confrontation between the Mamluks and the Ottomans, culminating in two decisive battles Marj Dabiq (1516 CE) and Ar-Raidaniyah (1517 CE) which ended Mamluk rule and marked the beginning of Islamic political unification under the Ottoman Caliphate.  

This study aims to determine the extent of the integration of local wisdom in learning Islamic history at the Faculty of Islamic Studies Undaris. As we have known that one of the objectives of learning Islamic history is to help train intelligence and shape attitudes, character, and personality of students, because the content of Islamic history material contains local wisdom values. This study uses a qualitative approach. Data collection was carried out through observation, in-depth interviews and documentation. Data analysis was carried out by giving meaning to the data that was successfully collected and from that meaning conclusions were drawn. The results of the study showed that the integration of local wisdom in learning Islamic history at FAI Undaris refers to the Curriculum which is then developed in the RPS and teaching materials based on local wisdom. In the RPS and teaching materials, the values ​​of local wisdom that are to be developed are stated. Islamic history lecturers also use tools in the form of applications of active learning strategies to further maximize the integration of local wisdom and the learning objectives of Islamic history itself.

Islamic education reached its peak during the Abbasid Dynasty, precisely from the eighth to the thirteenth centuries AD. This period is often referred to as the "Islamic Golden Age", during which Baghdad, the capital of the Abbasids, became the center of world knowledge and culture. The purpose of this study is to analyze the glory of Islamic education before the collapse of Baghdad, the factors that caused the collapse of Baghdad, and analyze the impact and efforts to revive Islamic education. The benefits of this article are expected to provide an in-depth understanding of the relationship between the collapse of the center of Islamic civilization and the decline of education, as well as provide relevant historical insights to rebuild the glory of Islamic education in modern times. The author uses a qualitative method with the type of library research, the main sources of data in this research are books and websites relevant to Islamic history, as well as scientific journal articles that discuss Islamic history from various perspectives, both published in national and international journals. The data obtained will be analyzed qualitatively with a descriptive approach to identify the main themes and gain a better understanding of the Decline of Islamic Education: An Analysis of the Impact of the Fall of Baghdad in 1258 AD. The fall of Baghdad in 1258 AD became one of the most tragic events in the history of Islamic civilization, especially in the field of education. The destruction of the city resulted in the loss of educational centers, such as Baitul Hikmah, as well as valuable manuscripts and scientific works. The disconnected scientific tradition and intellectual stagnation are a long-term impact felt by the Islamic world. After the fall of Baghdad, many scholars took an important role in efforts to revitalize Islamic education. They moved to new territories, bringing with them the science and scientific traditions of Baghdad.

This article explains the interpretation of the Qur'anic verses about the hijrah, by explaining the hijrah, the various types of hijrah, verses that discuss the hijrah, and the interpretation of the Qur'anic verses about the hijrah. Hijrah is an important theme in the Qur'an which is related to physical, spiritual and social movement from one situation to a better one in order to get closer to Allah. In the context of Islamic history, hijrah refers to the movement of the Prophet Muhammad SAW and his companions from Mecca to Medina to escape persecution and achieve religious freedom. Interpretation of hijrah verses, as in QS. Al-Baqarah: 218, QS. An-Nisa: 100, and QS. At-Taubah: 20, emphasizes the importance of steadfast faith, sacrifice and struggle in achieving Allah's approval. Hijrah is seen as a form of obedience that is highly valued by Allah, with a guarantee of great rewards for those who do it with sincere intentions. The interpretation of these verses also contains a spiritual dimension, where hijrah is defined as moving from a state of sin to the path of obedience. Thus, hijrah is not only limited to the physical aspect, but also includes changes in mental and moral attitudes to improve the quality of faith and piety.This abstract explains the concept of hijrah in the Al-Qur'an and its interpretation, covering historical, spiritual and social aspects in the life of a Muslim.    

Prophet Muhammad SAW, was a religious leader and state leader who had a commendable personality. He is the best role model (uswatun hasanah) for Muslims throughout the Islamic world. Through the Islamiyah da'wah organization, the Prophet was able to change the course of history and greatly influence the development of Islamic broadcasting from the jahiliyah (pre-Islamic) era to the era of Islamic civilization. The mission of Rasulullah SAW during the Mecca to Medina period was aimed at forming a pluralistic Muslim personality (in Mecca) as an absolute element of building an Islamic government in Medina where the community of Medina residents was plural. Pluralism in Medina was reflected in the existence of differences in religion, ethnicity and class and to create tolerance between each other through the Islamic da'wah organization. The Prophet's success in building a government was marked by the creation of the Medina charter as a law that regulated the plural community of Medina residents. This was despite his efforts in fighting for and preaching Islam, so that he was known as a highly respected Messenger and received sympathy from Muslims in Mecca - Medina at that time and the Islamic world in general. This study aims to reveal the events of the Prophet Muhammad's migration, the factors that caused it, its impacts, and the lessons that contributed to the formation of Islamic society. The research method used in this research is the method This descriptive study uses literature as a data collection tool. The analysis used is data reduction, data presentation, and drawing conclusions. The results of this research show; (1) That in the da'wah journey there are strategies so that the da'wah conveyed can be accepted, (2) the importance of knowing the important elements in da'wah activities to describe the journey of the Prophet's da'wah according to Islamic history (Mecca - Medina period).

Hijrah is a monumental event in Islamic history, not only marking the Prophet Muhammad's move from Mecca to Medina, but also a symbol of profound spiritual and social transformation. The Quranic verses that narrate the hijrah, in addition to being a historical record, also contain universal meanings that are relevant to this day. This study aims to examine the meaning and relevance of the interpretation of Quranic verses about hijrah in the context of modern life. This research uses a descriptive qualitative approach to collect information from various sources.  Hijrah refers to the departure of the Prophet Muhammad SAW from the city of  Mecca to the city of Yastrib, which is now known as Medina. Hijrah started from the Prophet Muhammad SAW from Mecca to Medina.  In Mecca, Muslims experienced systematic oppression by the polytheists, who ruled the region. Then Prophet Muhammad migrated to Medina due to increasing oppression in Makkah, which made the Muslims suffer. The Quranic verses on hijrah describe the process of change and struggle in building an independent and sovereign Muslim community. Interpretation of the verses on hijrah not only focuses on the historical aspects, but also emphasizes the meaning and values contained therein. A deep understanding of the interpretation of the verses about hijrah provides inspiration and motivation for Muslims to live a meaningful and meaningful life.    

The course of Islamic history on the Australian continent has undergone development over time. The entry of Islam in Australia was marked by contact between fishermen from South Sulawesi and the natives of Northern Australia around 1600. This first contact was motivated by South Sulawesi traders who were looking for sea cucumbers. The development of Islam in Australia after the contact became more widespread to form a multicultural society. This is motivated by the large number of immigrants who enter the Australian region to work and earn a living. The Muslim community in Australia is experiencing various adaptation processes in Australia to be able to blend in with the multicultural society in Australia This research was made with the aim of explaining the role of Islam in the multicultural society in Australia.  interpretation and expressed in the form of historiography writing. 

This study aims to analyze the use of YouTube in Islamic Religious Education (IRE) learning in schools. The results indicate that the use of YouTube enhances students' interest, facilitates the understanding of abstract material, and develops critical thinking and digital skills. Videos presented through YouTube help students understand IRE content in a more engaging and practical way, particularly in matters of theology, worship practices, and Islamic history. Despite the many benefits, the use of YouTube also faces challenges such as the selection of appropriate content, limitations in technological infrastructure, risk of distractions, and more complex time management. Therefore, strict supervision, careful content selection, and effective classroom management by teachers are necessary to optimize the use of YouTube in IRE learning. This study recommends the proper integration of YouTube into the learning process, supported by improved infrastructure and teacher training.

Flogging punishment in Aceh has received great attention in the context of law and human rights. This study aims to determine the practice of flogging punishment in Aceh in terms of hadith and Law No.39 of 1999. Through a comparative analytical approach, it examines hadith related to flogging punishment in the context of Islam, especially Islamic history, and compares it with legal provisions. Contained in the Indonesian Human Rights Law No.39 of 1999. The study also examines the practice of corporal punishment in Aceh and its impact on society. The results reveal differences in interpretation of Islamic historical hadith and law enforcement in Aceh, as well as questions regarding adherence to human rights principles. The discussion aims to highlight the challenges and implications from a religious and legal perspective regarding corporal punishment in Aceh. The study provides valuable insights into understanding the complex power relations between religious traditions, positive law and human rights in specific local contexts

Jihad and Terrorism in the Perspective of Islamic Law (Hidayatussalam and Muhammad Mufti M. Djafar). Jihad and terrorism are two terms that have recently become the focus of international attention. The international community assumes that these two terms are manifested as movements of several activist groups that In Islam there are two sides that cannot be separated. Islamic history has noted that jihad and terrorism are not new phenomena, but each has a different history. Jihad emerged when Islam came, brought by the Prophet SAW, and became popular when the Prophet SAW moved to Medina. Meanwhile, terrorists emerged since the political constellation among the Shi'a which was spearheaded by Hasan bin Sabah, known as a splinter group of the Assassin sect, a splinter of the Shi'a Islᾱmiyyah group which allowed the murder of political opponents from the Bani Seljuq whom they claimed had gone astray in the 11th century and 13th. Jihad and terrorism are two terms that have recently become the focus of international attention. The international community assumes that these two terms, which have become the movements of several activist groups in Islam, are two sides that cannot be separated.

Discussing calligraphy as an Islamic artwork is very interesting because it displays the beauty and meaning of each stroke of the letters, especially in the Qur'an. Calligraphy is a visual and correspondence skill. It also helps to learn and understand the Arabic language. Arabic is essential to the teaching of Islam as it serves as a way to convey strictly and paves the way for Islamic history and scholarly works. The subjective differentiation strategy was used in this study to examine the relationship between the excellence of students in Arabic language education at Imam Bonjol State Islamic University Padang West Sumatra and their ability to compose Arabic and calligraphy as an improvement in learning, which allows them to concentrate on culture and expression related to Arabic. The consequences of this study indicate that interest in calligraphy as a whole has an impact on students' Arabic composing ability and aptitude. Students who have both interests and abilities will generally get greater help from others, but students who are basically interested need greater help. This study shows how important calligraphy is to further develop Arabic composing ability and demonstrates the work of the contrasting supporting elements of interest and ability.