AI and the Future of Islamic Pedagogy: Developing an Ethical Framework for Hybrid Religious Learning
Abstract
This study aims to describe the implementation of artificial intelligence (AI) in religious learning at Syech Yusuf Integrated Islamic Elementary School in South Sangatta, analyze the application of Islamic ethical values in the interaction between teachers, students, and technology, and develop an ethical framework that can serve as a guide for the use of AI in Islamic pedagogy at the elementary education level. This study uses a qualitative case study method with an ethnopedagogical approach. Data were collected through observation, in-depth interviews with teachers and school administrators, and documentation analysis. Thematic analysis was used to identify patterns of application of Islamic ethical values in AI-based learning. The results show that AI technologies, such as a speech recognition-based Qur'an memorization application, an automated assessment system, and a learning dashboard, are used effectively as pedagogical aids without diminishing the central role of teachers. Teachers act as ethical mediators who ensure AI practices remain aligned with maqāṣid al-sharī‘ah, particularly in fostering the values of adab (moral behavior), amanah (responsibility), and ihsan (spiritual excellence). This research produces an "Integrative Islamic Ethical AI Framework" built on three key principles: Digital Adab, Digital Amanah (Trust), and Digital Maslahah (welfare). This framework demonstrates how AI can improve learning efficiency while maintaining spiritual accountability through the concept of muraqabatullah (the divinely-approved principle), which is the digital awareness that technology use is under divine supervision. Theoretically, this study expands the discourse on Islamic ethics in using AI in education. At the same time, practically, it offers a model for faith-based schools to build an AI-assisted learning ecosystem that is equitable, inclusive, and grounded in spiritual values.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i12.7179
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