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All Journal Rusydiah: Jurnal Pemikiran Islam International Journal of Islamic Thought and Humanities
Rina Rehayati
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Religion Arts Humanities Social Sciences Other

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Scientific Theology: Shift From Epistemological Transformation To Integrative Axiological Transformation Eva Dewi; Nelvawita Nelvawita; Sariah Sariah; Rina Rehayati; Suhertina Suhertina; Mochammad Novendri S
International Journal of Islamic Thought and Humanities Vol. 5 No. 1 (2026): International Journal of Islamic Thought and Humanities
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/ijith.v5i1.912

Abstract

positivist or materialistic paradigm assumes that if the progress of science and technology can meet human needs, then society becomes independent of religion in its life. This view is, on one hand, accurate when science and technology are only considered in their material aspects. However, when understood in their immaterial aspects, it can raise issues. In Indonesia, the development of science has faced various challenges, including a shift in the nature of scientific research from being proportional (objective analysis) to becoming intentional within bureaucracy and elitism, which can hinder the performance of scientific exploration. Additionally, there is the issue of the sacralization of science, radicalism, the quest for singular truth, and the dichotomy of knowledge. To address the above-mentioned issues, the researcher employs Pierre Felix Bourdieu's Structuralism-Constructivism theory in this study, which acknowledges the role of both subject and object in the development of knowledge. The objective of this research is to explore how the concept of scientific theology shifts from epistemological transformation to integrative axiological transformation as one of the constructive solutions in the development of scholarship in Indonesia. As for the research method, this study utilizes the library research method (literature review) with a qualitative and descriptive analysis approach.The research findings explain that scholarship must be developed with the paradigm of Scientific Theology by transforming normative thinking traditions into applied theoretical thinking traditions, shifting from a tradition of material mastery to methodological mastery, and changing ideological thinking traditions into rational thinking in achieving the integration of religion and science without sacrificing the autonomy of different disciplines in all aspects of life.
Recontextualizing Maulana Abul Kalam Azad’s Educational Philosophy for AI Ethics and Education Saifullah; Saidul Amin; Deswita; Sukiyat; Dasman Yahya; Rina Rehayati; Dewi Cahyarani; Putri Angraini
RUSYDIAH: Jurnal Pemikiran Islam Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

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Abstract

The increasing use of artificial intelligence (AI), particularly generative AI in educational contexts, raises epistemological and ethical questions concerning how knowledge is produced, evaluated, and used. This study recontextualizes Maulana Abul Kalam Azad’s philosophy of education as a framework for examining these challenges. Employing qualitative library research, the study combines hermeneutic interpretation, conceptual analysis, and philosophical recontextualization. Azad’s Tarjuman al-Qur’an and India Wins Freedom are examined alongside selected works on information philosophy, Islamic epistemology, AI ethics, and AI in education. The analysis reconstructs key dimensions of Azad’s epistemology concerning reason, revelation, knowledge, moral responsibility, and human development, and subsequently brings them into dialogue with contemporary challenges associated with AI-mediated education. The analysis suggests that computational efficiency and functional performance alone are insufficient criteria for educational knowledge and judgment. Based on this conceptual correspondence, the study develops a Synthetic Epistemology Model comprising three interconnected dimensions: technological intelligence, ethical judgment, and spiritual/value-oriented consciousness. The model positions AI as a technological instrument whose educational significance depends on human interpretation, ethical oversight, and the purposes guiding its use. The study does not claim that Azad anticipated contemporary AI; rather, it proposes a normative recontextualization of his epistemological principles for current educational challenges. The study contributes a philosophical framework for integrating technological capability with critical reasoning, ethical responsibility, and human development in AI-mediated education.
Co-Authors Dasman Yahya Deswita Dewi Cahyarani Eva Dewi Mochammad Novendri S Nelvawita Nelvawita Putri Angraini Saidul Amin Saifullah Sariah Sariah Suhertina Suhertina Sukiyat