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All Journal Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism At Turots: Jurnal Pendidikan Islam
Syarif Hidayatullah
UIN Sunan Kalijaga Yogyakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Jābirī’s Three Epistemes and Ṭāhā’s Three Levels of ʿAql: Toward an Islamic Epistemology of Artificial Intelligence Mutamakin Mutamakin; Syarif Hidayatullah; Agus Himawan Utomo; Aris Fauzan; Zaedun Na'im
Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Vol. 12 No. 1 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sadra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20871/kpjipm.v12i1.585

Abstract

The epistemological challenge posed by generative artificial intelligence lies not only in its capacity to produce religious language that sounds persuasive but also in the risk that such fluency may be mistaken for legitimate knowledge. Recent discussions on religion and AI have examined ethics, governance, and digital mediation. Yet, they have not sufficiently explained how machine-generated sacred-style discourse can appear epistemically authoritative within Islamic traditions. This article addresses that gap through a dual-grid framework that brings al-Jābirī’s epistemic modes into dialogue with Ṭāhā’s hierarchy of reason. Using a qualitative philosophical analysis of AI-generated religious-style discourse, the study asks not whether AI is a knower, but what kind of knowledge affects its outputs generated in religious settings. The analysis indicates that AI can simulate textual authority, logical coherence, and spiritual resonance, while lacking the classical warrants that ground knowledge in Islamic epistemology, namely causal intelligibility, accountable transmission, and disciplined formation. On that basis, the study suggests that generative AI is most plausibly situated at the level of al-‘aql al-mujarrad (abstract reason) and introduces the concept of epistemic flattening to explain how distinct modes of knowing may be compressed into similar output effects. The article concludes by proposing a constructive response centered on Islamic epistemic literacy, accountability-oriented governance, and a relational understanding of knowledge within an Islamic philosophy of technology.
Menilai Kebenaran di Era AI: Eksplorasi Kualitatif Strategi Verifikasi, Sikap, dan Otonomi Belajar Mahasiswa dalam Interaksi dengan Generative AI N.S. Lubbi Abdur Rahman Wakhid; Syarif Hidayatullah; Sibawaihi
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1266

Abstract

The development of Generative Artificial Intelligence (AI), such as ChatGPT and Gemini, has transformed the way students acquire, verify, and interpret information in the learning process. However, the cognitive and epistemological dynamics of students interacting with AI remain underexplored. This study aims to: (1) analyze how students position AI as a learning assistant or a learning dependency; (2) investigate the verification strategies students use to assess the accuracy of AI outputs; (3) examine the impact of AI use on learning autonomy and Self-Regulated Learning (SRL) abilities; and (4) elucidate students’ ethical and epistemological reflections in assessing truth in the digital era. This research employs a qualitative approach with a descriptive phenomenological design, involving 10 students from the Islamic Education Study Program at UIN Sunan Kalijaga who actively use generative AI in academic activities. Data were collected through in-depth interviews and analyzed using thematic analysis techniques. The findings indicate that students fall along a spectrum of AI utilization, ranging from supportive learning use to cognitive dependency. Verification strategies vary as well, from rigorous literature-based verification to algorithmic trust, relying on the logic or academic appearance of AI responses. AI usage affects SRL differently: integrative use strengthens planning and reflection, whereas substitutive use leads to cognitive offloading, weakening learning autonomy. Furthermore, students’ ethical and epistemological reflections reveal differing levels of understanding regarding the probabilistic nature of knowledge generated by AI.
Co-Authors Agus Himawan Utomo Aris Fauzan Mutamakin Mutamakin N.S. Lubbi Abdur Rahman Wakhid Sibawaihi Sibawaihi Zaedun Na'im