PERANAN KECERDASAN BUATAN (AI) DALAM PEMBELAJARAN ILMU AGAMA: ANALISIS KONSEPTUAL, CABARAN EPISTEMOLOGI DAN KERANGKA ETIKA MAQASID SYARIAH
THE ROLE OF ARTIFICIAL INTELLIGENCE (AI) IN THE LEARNING OF RELIGIOUS KNOWLEDGE: CONCEPTUAL ANALYSIS, EPISTEMOLOGICAL CHALLENGES AND THE MAQASID SYARIAH ETHICAL FRAMEWORK
DOI:
https://doi.org/10.35631/IJMOE.831060Keywords:
Epistemologi (Epistemology), Etika AI (AI Ethics), Kecerdasan Buatan (Artificial Intelligence), Maqasid Syariah, Pembelajaran Ilmu Agama (Religious Learning), Pendidikan Islam (Islamic Education)Abstract
Perkembangan kecerdasan buatan (AI) khususnya AI generatif telah membuka peluang baharu dalam pembelajaran ilmu agama termasuk pencarian maklumat, pembelajaran diperibadikan, latihan bahasa Arab dan sokongan pembelajaran al-Quran. Namun demikian, penggunaan AI dalam konteks ini turut menimbulkan persoalan berkaitan kesahihan maklumat, autoriti keilmuan, adab menuntut ilmu, usaha intelektual dan hubungan guru-pelajar. Walaupun kajian terdahulu telah membincangkan manfaat, cabaran dan etika AI dalam pendidikan, perbincangan mengenai hubungan antara epistemologi ilmu agama, etika AI dan Maqasid Syariah masih belum disepadukan secara khusus dalam satu kerangka pembelajaran ilmu agama. Justeru, artikel ini bertujuan menganalisis peranan AI dalam pembelajaran ilmu agama, mengenal pasti cabaran epistemologi dan pendidikan yang berkaitan dengan penggunaannya, serta membangunkan kerangka etika berasaskan Maqasid Syariah. Kajian ini menggunakan pendekatan kualitatif melalui analisis dokumen terhadap karya asas pendidikan Islam, artikel jurnal, tesis dan dokumen institusi yang berkaitan dengan AI dalam pendidikan, pendidikan Islam, pembelajaran al-Quran dan etika AI. Analisis dilakukan secara tematik berdasarkan empat tema utama iaitu fungsi AI sebagai alat pembelajaran, cabaran epistemologi dan kebergantungan, kedudukan guru serta adab keilmuan, dan prinsip etika berasaskan Maqasid Syariah. Dapatan menunjukkan bahawa AI berpotensi berfungsi sebagai wasilah yang menyokong pembelajaran tetapi tidak wajar ditempatkan sebagai sumber autoritatif dalam penetapan hukum dan fatwa atau sebagai pengganti guru. Artikel ini mencadangkan empat prinsip etika iaitu keadilan dan akauntabiliti, tabayun dan pengesahan sumber, perlindungan privasi serta pemeliharaan maruah dan agensi manusia. Sumbangan utama artikel ialah penyepaduan dimensi etika AI, epistemologi ilmu agama dan Maqasid Syariah bagi memelihara autoriti keilmuan, usaha intelektual dan hubungan manusia dalam pendidikan agama.
The development of artificial intelligence (AI) particularly generative AI has created new opportunities for religious learning including information retrieval, personalized learning, Arabic language practice and Qur’an learning support. However, its use in this context also raises concerns regarding information accuracy, scholarly authority, learning ethics, intellectual effort and teacher-student relationships. Although previous studies have examined the benefits, challenges and ethical dimensions of AI in education, the relationship between religious epistemology, AI ethics and Maqasid Syariah has yet to be sufficiently integrated into a specific framework for religious learning. Therefore, this article aims to analyse the role of AI in religious learning, identify the epistemological and educational challenges associated with its use and develop an ethical framework informed by Maqasid Syariah. The study adopts a qualitative approach through document analysis of foundational works on Islamic education, journal articles, theses and institutional documents related to AI in education, Islamic education, Qur’an learning and AI ethics. The materials were analysed thematically based on four main themes: AI as a learning tool, epistemological challenges and dependency, the role of teachers and learning ethics, and ethical principles informed by Maqasid Syariah. The findings indicate that AI can function as a wasilah that supports learning but it should not be regarded as an authoritative source for determining religious rulings and fatwas or as a substitute for teachers. The article proposes four ethical principles: justice and accountability, tabayun and source verification, privacy protection and the preservation of human dignity and agency. The main contribution of this article lies in integrating AI ethics, religious epistemology and Maqasid Syariah into a conceptual framework that seeks to preserve scholarly authority, intellectual effort and human relationships in religious education.
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