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All Journal al-Afkar, Journal For Islamic Studies
Sudomo Sudomo
Program Pascasarjana, Universitas Muhammadiyah Bima
Social Sciences

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The Paradigm of Islamic Science Amid the Artificial Intelligence Revolution: A Critical Examination of the Concepts of Science, Humanity, and Moral Responsibility in the Qur’an Ade Adriani; Sudomo Sudomo; Mukmin Mukmin; Luthfiyah; Zuhrah Zuhrah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.3519

Abstract

The artificial intelligence (AI) revolution presents urgent epistemological and ethical challenges to the Islamic science paradigm. This study aims to analyze the Qur'anic paradigm of 'ilm and its critical response to artificial intelligence, analyze the concept of human in the Qur'an towards artificial intelligence, and analyze the Qur'anic framework of moral responsibility as a normative basis for the use of artificial intelligence. The study uses a library research approach with a qualitative-descriptive analytical design, integrating content analysis and critical discourse analysis, and the maudhu'i interpretation method as a hermeneutical framework. Primary sources include the Qur'an, the book of tafsir Al-Misbah by M. Quraish Shihab, while secondary sources include academic literature indexed by Scopus, Web of Science, and the journal Sinta published in 2020-2025. The results show three main findings: first, the Qur'anic 'ilm paradigm positions AI only as an auxiliary instrument that is unable to reach the dimensions of hikmah, qalb, and ilmu ladunni. Second, the uniqueness of humans as al-insan, khalifah fi al-ardh, and 'abd Allah is ontological and irreducible to algorithmic systems. Third, the Qur'an provides a comprehensive normative framework for the use of AI through the principles of tawhid, 'adl, amanah, maslahah, shura, and reckoning. This research contributes to filling the academic gap by offering an integrative Qur'anic paradigm as an epistemological alternative in the global AI ethics discourse, which has been dominated by secular perspectives.
Contextualizing Islamic Religious Education Content with Current Social and Religious Issues Sudomo Sudomo; Ade Adriani; Mukmin Mukmin; Nasaruddin Nasaruddin; Ilham Ilham
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.3520

Abstract

This study aims to analyze the characteristics of current socio-religious issues relevant for integration into Islamic religious education materials, the process of contextualizing Islamic Religious Education materials with current socio-religious issues in the planning, implementation, and evaluation of learning, identifying strategies used by teachers in integrating Islamic Religious Education materials with contemporary socio-religious issues and the challenges faced by teachers in implementing contextualization of Islamic Religious Education materials with current socio-religious issues. This study uses a qualitative approach with library research through the analysis of various relevant scientific literature. The results of the study indicate that the characteristics of socio-religious issues are dynamic, contextual, and close to the lives of students, making it important to integrate them into learning. Teacher strategies in integrating Islamic Religious Education materials with contemporary socio-religious issues emphasize contextual, reflective learning. Teachers use various strategies such as contextual, problem-based learning, discussion, and the use of digital media. The contextualization process is carried out through systematic stages of planning, implementation, and evaluation of learning. Challenges faced by teachers are limited teacher competence, limited learning resources, and sensitivity to religious issues. Strengthening teacher capacity and developing an adaptive curriculum are needed.
Co-Authors Ade Adriani Ilham Ilham Luthfiyah Mukmin Mukmin Nasaruddin Nasaruddin Zuhrah Zuhrah