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All Journal Global Education Journal
Fitri Ekawati Mamonto
Universitas Muhammadiyah Malang, Indonesia
Education Social Sciences Other

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Pendidikan Islam di Era Disrupsi Abad ke-21 Fitri Ekawati Mamonto; M. Nurul Humaidi
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

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Abstract

The acceleration of technology in the 21st-century era of disruption and the transition toward the BANI (Brittle, Anxious, Non-Linear, Incomprehensible) framework confront Islamic Education with complex existential challenges, impacting both student morality and institutional readiness. This study aims to map the primary challenges of Islamic Education, identify emerging trends in curriculum innovation and learning methodologies, and formulate contemporary educator competency standards relevant to modern demands. Employing a systematic literature review approach, this study analyzed 20 empirical journal articles on Islamic Education published between 2019 and 2026. The findings reveal that the core challenges center on digital moral disorientation among students and limited technological infrastructure. In response, a strategic shift has emerged toward reconstructing holistic-integralistic curricula that merge science and religion, optimizing instructional digital ecosystems such as AI and online platforms, and establishing tripartite collaborations with families. Furthermore, a new consensus demands that Islamic Education teachers transform into agents of religious moderation by mastering techno-pedagogical skills and employing an interdisciplinary approach that integrates Sufism values with digital literacy. Ultimately, this study concludes that navigating the era of disruption requires a dynamic harmonization between cyber-technological acceleration and moral-spiritual resilience to foster a globally competitive generation of insan kāmil (the perfect human)
Disrupsi AI terhadap Pembelajaran Agama Islam Tinjaun Filsafat Islam Fitri Ekawati Mamonto; Selamat Rama Dani; Saiful Amri; Syamsul Arifin
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1916

Abstract

The development of Artificial Intelligence (AI) has brought major changes in the world of education, including in the learning of Islamic Religious Education (PAI). This study aims to examine the opportunities, challenges, and impacts of using AI in PAI learning based on the perspective of Islamic philosophy. The research uses the library research method by examining various books, scientific articles, and journals related to the research topic. The results of the study show that AI provides many benefits in learning, such as helping to tailor materials to the needs of students, providing chatbot-based learning assistants, monitoring learning progress, presenting more interesting learning simulations, and facilitating access to various sources of Islamic knowledge. Nonetheless, AI also has limitations because it only works based on data and algorithms. AI cannot replace the role of revelation, reason, spiritual values, or the process of forming students' morals. In the view of Islamic philosophy, teachers remain the main figures as murabbi, mu'allim, and mu'addib who guide, educate, and provide examples to students. Therefore, AI should be used as a learning tool that supports the application of Deep Learning through Meaningful Learning, Mindful Learning, and Joyful Learning, without ignoring Islamic values. Thus, the use of AI can improve the quality of learning while maintaining the main goal of Islamic education, which is to form knowledgeable, noble, and pious human beings.
Co-Authors M. Nurul Humaidi Saiful Amri Selamat Rama Dani Syamsul Arifin