RECONSTRUCTING THE EPISTEMOLOGY OF ARTIFICIAL INTELLIGENCE–BASED ISLAMIC RELIGIOUS EDUCATION TO FOSTER HUMANISTIC LEARNING IN THE SOCIETY 5.0 ERA

Abstract

The rapid development of Artificial Intelligence (AI) in the Society 5.0 era has significantly transformed educational paradigms, including Islamic Religious Education. This transformation necessitates an epistemological reconstruction of Islamic Religious Education to ensure its relevance to technological advancement while preserving humanistic values and spiritual dimensions. This study aims to analyze the epistemological reconstruction of AI-based Islamic Religious Education in fostering humanistic learning in the Society 5.0 era. A qualitative approach was employed using library research as the primary method. Data were collected from books, scholarly articles, research reports, and relevant documents concerning Islamic educational epistemology, Artificial Intelligence, humanistic learning, and Society 5.0. The data were analyzed through content analysis involving data reduction, data presentation, interpretation, and conclusion drawing. The findings indicate that the epistemological reconstruction of AI-based Islamic Religious Education should position revelation, reason, experience, and technology as complementary sources of knowledge. Within this framework, AI serves as a supporting instrument for personalizing learning, improving the effectiveness and accuracy of assessment, expanding access to learning resources, and strengthening students’ digital literacy. Nevertheless, teachers remain central to character formation, the internalization of Islamic values, ethical guidance, and the development of students’ affective and spiritual dimensions. The study further demonstrates that the integration of AI into Islamic Religious Education should be guided by the principles of ethical responsibility, pedagogical relevance, human control, and spiritual orientation. Therefore, AI should not replace educators but should strengthen adaptive, collaborative, inclusive, and humanistic learning processes in accordance with the demands of Society 5.0. This study contributes a conceptual framework for integrating Islamic epistemology with AI-supported pedagogy and provides a theoretical foundation for future researchers to develop empirical studies, instructional models, ethical guidelines, and AI-based learning systems that are contextually appropriate for Islamic education.