<![CDATA[This study examines the deconstruction of pesantren epistemology in responding to the development of Artificial Intelligence (AI), particularly in relation to the opportunities and ethical challenges of knowledge. As an Islamic educational institution, pesantren has a distinctive epistemological foundation rooted in revelation, scholarly tradition, transmission of knowledge, adab, teacher authority, and the orientation toward public benefit. The presence of AI offers significant opportunities for pesantren, including expanding access to Islamic literature, supporting classical Islamic text learning, improving educational management, strengthening digital da’wah, and assisting contemporary Islamic research. However, AI also presents epistemological and ethical challenges, such as the depersonalization of teacher-student relationships, algorithmic bias, the weakening of learning adab, academic integrity crises, and the shifting authority of knowledge from scholarly transmission to computational systems. This study employs a qualitative approach using library research and critical-comparative analysis. The findings indicate that pesantren needs to develop an adaptive-critical epistemological model in responding to AI. This model positions AI as an assistive tool that must remain subject to revelation, scholarly transmission, adab, and maqashid al-shari‘ah, rather than replacing the epistemic authority of pesantren.]]>
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