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All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman International Journal of Islamic Education (IJIE)
Salsabila Mustopa
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ChatGPT and the Reconfiguration of Religious Authority: An Islamic Epistemological Perspective on Artificial Intelligence in Education Salsabila Mustopa; Hasan Basri; Andewi Suhartini
IJIE International Journal of Islamic Education Vol. 5 No. 1 (2026): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v5i1.2659

Abstract

The proliferation of artificial intelligence has significantly reshaped the landscape of religious knowledge production and authority in contemporary Islamic contexts. This study investigates how ChatGPT, as an emergent digital agent in religious discourse, can be epistemologically situated within classical Islamic frameworks. Employing a Systematic Literature Review (SLR) guided by PRISMA protocol and thematic analysis, this research pursues three objectives: (1) to philosophically characterize knowledge produced by ChatGPT; (2) to locate ChatGPT within the bayani burhani irfani epistemological framework; and (3) to propose a conceptual model of reconstructed religious authority responsive to digital religion, religious moderation, and Islamic Religious Education (PAI). The analysis establishes that ChatGPT's outputs are fundamentally derivative, probabilistic, and devoid of value commitment, placing it most appropriately within the burhani domain as an informational instrument requiring scholarly curation. A four-layer hierarchical model is proposed  anchored in revelation and maqasid al-shari'ah at the apex, followed by ulama as curators, scientific methodology as burhani instrument, and AI as technical support. This study's novelty lies in the systematic integration of Islamic epistemology with digital religion theory to reconfigure religious authority in the AI era and advance religiously moderate PAI.
Authentic Assessment Management in Islamic Religious Education Learning under the Merdeka Curriculum in Junior High Schools Salsabila Mustopa; Tarsono Tarsono
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 5 No 2 (2026): June: Multiple Intelligences of Students in Formal, Informal, and Nonformal Educa
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v5i2.733

Abstract

This study aims to analyze the concept of assessment in the Merdeka Curriculum and to describe its implementation in Islamic Religious Education (PAI) learning at formal educational institutions in Indonesia. The method employed is a literature review by critically examining relevant scientific sources published between 2022 and 2026. The findings reveal that the Merdeka Curriculum introduces a fundamental paradigm shift in educational assessment through three primary instruments namely diagnostic assessment, formative assessment, and summative assessment, which are holistic, continuous, and oriented toward comprehensive student competency development. In the context of PAI learning, this approach proves considerably more capable of capturing students' character development, spirituality, and internalization of Islamic values authentically compared to conventional systems that focused almost exclusively on the cognitive dimension. The study further reveals that implementation still faces real obstacles including limited teacher competence, high administrative burden, cultural resistance to change, and inadequate infrastructure in various regions. This study concludes that successful transformation of PAI assessment requires strong synergy among teachers, school management, and integrated educational policy at all levels in order to achieve meaningful and sustainable educational change.
Co-Authors Andewi Suhartini Hasan Basri Tarsono Tarsono