Assessing the Authority of Artificial Intelligence in Development of Islamic Religious Education

Muhammad Hasyim

doi:10.57060/jers.53mbm265

Authors

Muhammad Hasyim Universitas Kiai Abdullah Faqih Gresik

DOI:

https://doi.org/10.57060/jers.53mbm265

Keywords:

Artificial Intelligence, Islamic Religious Education, AI Ethics, Islamic Educational Philosophy, Educational Authority

Abstract

The integration of Artificial Intelligence (AI) into education has expanded rapidly, including in Islamic Religious Education (IRE). Nevertheless, existing studies predominantly emphasize technological efficiency and instructional innovation, while the ethical and philosophical foundations of AI implementation remain insufficiently explored. This study aims to formulate an ethical and authoritative framework for AI utilization in Islamic Religious Education based on the philosophy of Islamic education, emphasizing the central role of human beings as the primary subjects of education. This research employed a qualitative approach using library research methods. Data were collected from scholarly publications on AI in education, AI ethics, and classical as well as contemporary Islamic educational philosophy, and analyzed through critical and interpretative content analysis. The findings reveal that AI integration in Islamic Religious Education has profound epistemological, pedagogical, and ethical implications. Without a well-defined ethical framework, AI may weaken students' critical reasoning, diminish meaningful teacher–student interactions, and undermine educators' scholarly authority. This study proposes an ethical framework grounded in the Islamic educational values of amanah (trustworthiness), ta'dib (ethical cultivation), and the development of intellectual autonomy, positioning AI as a pedagogical instrument that complements rather than replaces human educators. This framework constitutes the study's primary contribution by extending the discourse on AI ethics through the lens of Islamic educational philosophy. The findings provide practical guidance for educators, curriculum developers, and policymakers in designing AI-assisted learning that remains aligned with the objectives, values, and ethical principles of Islamic Religious Education.

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