Reconstruction of Islamic Religious Education Curriculum Based on Transcendental Morality in the Era of Artificial Intelligence

Abstrak

Integrating artificial intelligence into Islamic Religious Education requires a curriculum that connects technological competence with moral responsibility and the formation of adab. This article develops a curriculum reconstruction framework grounded in transcendental morality and the purposes of Islamic education. An integrative literature review combines critical hermeneutic reading of Islamic educational philosophy, AI ethics, and educational research. The reference corpus comprises 37 journal articles, five books, and one policy document. The analysis distinguishes normative foundations, empirical evidence, and proposed curriculum design. The synthesis yields three propositions. First, fluent AI output does not confer religious authority or replace educators' responsibilities as moral guides. Second, maqāṣid al-sharīʿah can inform AI use through source reliability, independent reasoning, learner protection, and equitable access. Third, technological, ethical, and spiritual dimensions should align with learning competencies, reflective pedagogy through tadabbur, tafakkur, and muhasabah, and assessment of learning processes and independent performance. The article contributes curriculum and assessment matrices that connect values to traceable pedagogical decisions. The framework remains a conceptual proposition requiring expert validation and implementation research rather than evidence of effectiveness in Islamic Religious Education