Canonical text (the exact bytes fingerprinted)

TRUVACE RECORD VERSION
record: TRV-2026-1462
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-15T18:13:25.200187Z
status: published
lens: p_space
sector: education
headline: Challenges and the Repositioning of Islamic Religious Education Teachers in the Era of Artificial Intelligence (AI): A Perspective from Islamic Epistemology
dek: Artificial intelligence (AI), particularly generative AI, is reshaping how students access, produce, verify, and communicate information, raising questions about source authority, adab, values, and character formation in Islamic Religious Education (IRE). This study examines the challenges facing IRE teachers and proposes a repositioning of their roles from an Islamic epistemological perspective. A qualitative library research approach was employed, drawing on literature on Islamic education and epistemology, te…
gain_title: (none)
problem_title: Generative AI is changing how students access, produce and verify information, raising questions about source authority, adab, values and character formation that Islamic Religious Education teachers must address.
trace_subject: (none)
gain_reading: (none)
gain_evidence: (none)
problem_reading: Generative AI is changing how students access, produce and verify information, raising questions about source authority, adab, values and character formation that Islamic Religious Education teachers must address.
problem_evidence: raising questions about source authority, adab, values, and character formation in Islamic Religious Education (IRE)
quick_read: A qualitative library study reviewed literature on Islamic education, epistemology, teacher ethics, UNESCO guidance on AI in education and recent work on AI in religious education. Through content and conceptual analysis, it concluded that AI should be treated as a supporting tool under human epistemic oversight.

The paper matters because it frames teachers as guardians of information quality and ethical technology use as students turn to generative AI. Because it is a conceptual literature-based proposal, its Verifikasi model is not shown here to have been tested in classrooms or to improve student outcomes.
limitation: The study is a conceptual library-based analysis that offers a proposed model, and the text does not report empirical testing of the model or measured effects on students or teachers.
tag: Evidence-backed problem
key_points: The study used qualitative library research with content and conceptual analysis rather than classroom data. | It identifies teacher roles as knowledge curators, information validators, digital ethics mentors, learning designers and exemplars of adab. | AI outputs are to be judged within the relationship among revelation, reason, experience, scholarly tradition and technology. | The proposed Verifikasi model covers source verification, ethical use, reflection, religious evidence, process orientation, human initiative and accountability.
rundown: The source positions generative AI as reshaping how students access, produce, verify and communicate information. This creates challenges for Islamic Religious Education, where source authority, adab and character formation are central concerns.

As a response, the author proposes repositioning the teacher as an epistemic gatekeeper who safeguards information quality, guides verification and aligns technology use with Islamic educational aims.

The Verifikasi model is offered as an implementation framework, with the stated aim that AI integration strengthen literacy, critical reasoning and adab while preserving human responsibility in education.
sources:
- peer_reviewed | Journal of Multidisciplinary Science: MIKAILALSYS | https://doi.org/10.58578/mikailalsys.v4i3.12325 | 2026-10-15
prev: 0000000000000000000000000000000000000000000000000000000000000000

sha256

631e71a0a41d9f92fcbc99d7e2259767965b970da1cff68d3495c6afae67459c

previous

0000000000000000000000000000000000000000000000000000000000000000