<![CDATA[This qualitative conceptual study investigates the epistemological and pedagogical collisions triggered by Generative Artificial Intelligence (AI) within Islamic Religious Education (IRE), aiming to propose a reconstructive management framework. Utilizing a systematic literature analysis of peer-reviewed databases (Scopus, Google Scholar, DOAJ, and SINTA) published between 2021 and 2026, the research reveals a dualistic impact: while AI accelerates cognitive personalization, real-time makharijul huruf corrections, and up to 70% administrative efficiency, it simultaneously poses severe risks, including algorithmic bias, data privacy vulnerabilities, spiritual erosion, and the collapse of traditional scholarly authority (sanad). To address these challenges, the study introduces a hybrid learning model structured around Maqaṣid al-Shari’ah (specifically hifz al-din and hifz al-‘aql), which strategically delegates technical-cognitive tasks (mudarris and mu'allim) to AI automation while preserving the sacred domains of moral and spiritual cultivation (mu’addib and murabbi) under the ultimate authority of human educators. Ultimately, the integration of AI into IRE requires strict regulatory mechanisms, including theological oversight committees and digital ethics triads (ṣidq, amanah, tabayyun), to ensure that technological advancement reinforces rather than erodes the transcendental consciousness of future generations.]]>
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