FILSAFAT PENDIDIKAN ISLAM DAN TEKNOLOGI AI: INTEGRASI ETIS UNTUK PENDIDIKAN HOLISTIK

Radif Khotamir Rusli, Zahra Khusnul Lathifah

Abstract


Perkembangan pesat kecerdasan buatan (AI) menghadirkan urgensi bagi filsafat pendidikan Islam untuk memberikan respons yang mendasar dan terarah. Penelitian ini mengidentifikasi adanya kesenjangan antara adopsi teknologi AI yang cenderung pragmatis dengan minimnya kerangka kerja filosofis yang mengintegrasikannya secara etis dan holistik dalam pendidikan Islam. Dengan menggunakan metode kualitatif yang memadukan logika deduktif, analisis deskriptif-kritis, dan pendekatan fenomenologis melalui studi literatur, artikel ini bertujuan merumuskan landasan filosofis tersebut. Hasil penelitian menunjukkan bahwa AI dapat diposisikan sebagai bentuk modern dari "qalam" yang memperluas implementasi perintah Iqra', sekaligus sebagai manifestasi dari prinsip "taskhir" (pemanfaatan sumber daya). Namun, penggunaannya harus dipandu oleh kerangka etis Maqasid al-Shariah untuk memaksimalkan kemaslahatan (maslahah) dan meminimalkan kerusakan (mafsadah), terutama terkait risiko dehumanisasi, bias algoritma, dan erosi pemikiran kritis. Dampak penelitian ini adalah tersedianya landasan filosofis yang kokoh bagi para pendidik dan pemangku kebijakan dalam mengadopsi teknologi AI secara kritis dan konstruktif. Limitasi penelitian ini terletak pada sifatnya yang konseptual-filosofis dan tidak menguji implementasi teknis di lapangan. Novelty penelitian ini adalah perumusan kerangka kerja integratif yang menyintesiskan konsep teologis fundamental (Iqra', taskhir), kerangka etika normatif (Maqasid al-Shariah), dan pendekatan pedagogi kritis dalam menghadapi disrupsi teknologi AI. 

Keywords


Filsafat Pendidikan Islam; Kecerdasan Buatan; Etika Islam; Maqasid al-Shariah; Teknologi Pendidikan

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DOI: http://dx.doi.org/10.51900/ushuluddin.v24i2.26863

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