Abdurrauf Science and Society

Peran Pemerintah dalam Tata Kelola Artificial Intelligence (AI) Berbasis Maqasid Al-Sharia

Andhika Yusuf — 2026-07-25

The development of Artificial Intelligence (AI) has brought significant changes in various aspects of life, including the government, economy, education and public services sectors. However, the implementation of AI also raises various ethical, legal and social challenges that require proper regulation and supervision. This research aims to analyze the government's role in implementing Artificial Intelligence (AI) based on Maqasid al-Sharia, identify the opportunities and challenges faced by the government in its implementation, and examine the impact of the government's role on implementing AI that is in line with sharia values. This research uses a qualitative method with a library research approach sourced from scientific journals, books, policy documents and literature related to AI and Maqasid al-Sharia. The research results show that the government has a strategic role as a regulator, facilitator, supervisor, and policy director in ensuring the development and use of AI in accordance with the principles of protecting religion (hifz al-din), soul (hifz al-nafs), reason (hifz al-'aql), descendants (hifz al-nasl), and property (hifz al-mal). Opportunities for implementing AI based on Maqasid al-Sharia include increasing the efficiency of public services, strengthening government governance, and accelerating digital innovation that is oriented towards the benefit of society. Meanwhile, the challenges faced include regulatory limitations, human resource readiness, data security, and potential misuse of technology. An effective government role in implementing Maqasid al-Sharia-based AI can have a positive impact in the form of creating ethical, fair, transparent and sustainable use of technology oriented towards the welfare of society.

[Perkembangan Artificial Intelligence (AI) telah membawa perubahan signifikan dalam berbagai aspek kehidupan, termasuk sektor pemerintahan, ekonomi, pendidikan, dan pelayanan publik. Namun, implementasi AI juga menimbulkan berbagai tantangan etika, hukum, dan sosial yang memerlukan regulasi serta pengawasan yang tepat. Penelitian bertujuan untuk menganalisis peran pemerintah dalam implementasi Artificial Intelligence (AI) berbasis Maqasid al-Sharia, mengidentifikasi peluang dan tantangan yang dihadapi pemerintah dalam penerapannya, serta mengkaji dampak peran pemerintah terhadap implementasi AI yang selaras dengan nilai-nilai syariah. Penelitian menggunakan metode kualitatif dengan pendekatan studi pustaka (library research) yang bersumber dari jurnal ilmiah, buku, dokumen kebijakan, dan literatur terkait AI serta Maqasid al-Sharia. Hasil penelitian menunjukkan bahwa pemerintah memiliki peran strategis sebagai regulator, fasilitator, pengawas, dan pengarah kebijakan dalam memastikan pengembangan dan penggunaan AI sesuai dengan prinsip perlindungan agama (hifz al-din), jiwa (hifz al-nafs), akal (hifz al-'aql), keturunan (hifz al-nasl), dan harta (hifz al-mal). Peluang implementasi AI berbasis Maqasid al-Sharia meliputi peningkatan efisiensi pelayanan publik, penguatan tata kelola pemerintahan, serta percepatan inovasi digital yang berorientasi pada kemaslahatan masyarakat. Sementara itu, tantangan yang dihadapi mencakup keterbatasan regulasi, kesiapan sumber daya manusia, keamanan data, serta potensi penyalahgunaan teknologi. Peran pemerintah yang efektif dalam implementasi AI berbasis Maqasid al-Sharia dapat memberikan dampak positif berupa terciptanya pemanfaatan teknologi yang etis, adil, transparan, dan berorientasi pada kesejahteraan masyarakat secara berkelanjutan.]

Ketika AI Masuk Kelas: Peluang dan Tantangan Artificial Intelligence dalam Pembelajaran Pendidikan Agama Islam

Masithah Masithah — 2026-08-15

The development of Artificial Intelligence (AI) in education presents both opportunities and challenges for Islamic Religious Education (IRE), particularly in learning innovation, personalization, religious information validity, academic integrity, and digital competence. This study aims to analyze the opportunities and challenges of utilizing AI in Islamic Religious Education and its implications for developing adaptive, ethical, and Islamic value-oriented learning. This study employed a library research method using primary and secondary data obtained through a review of books, scientific journals, articles, previous studies, reports, and relevant literature on AI, educational technology, and Islamic Religious Education. The data were analyzed using content analysis to identify patterns, relationships, and significant information. The findings indicate that AI has the potential to enhance personalization, creativity, flexibility, and learning innovation, but its use also poses risks related to inaccurate information, technological dependency, and academic integrity. Therefore, AI integration requires digital literacy, information verification, teacher competence, and strong ethical guidelines.

[Perkembangan Artificial Intelligence (AI) dalam pendidikan menghadirkan peluang sekaligus tantangan bagi pembelajaran Pendidikan Agama Islam (PAI), terutama terkait inovasi pembelajaran, personalisasi, validitas informasi keagamaan, integritas akademik, dan kompetensi digital. Penelitian ini bertujuan menganalisis peluang dan tantangan pemanfaatan AI dalam pembelajaran PAI serta implikasinya terhadap pengembangan pembelajaran yang adaptif, etis, dan berorientasi pada nilai Islam. Penelitian menggunakan metode kepustakaan (library research) dengan data primer dan sekunder yang diperoleh melalui penelaahan buku, jurnal ilmiah, artikel, penelitian terdahulu, laporan, dan literatur relevan mengenai AI, teknologi pendidikan, dan pembelajaran PAI. Data dianalisis menggunakan teknik content analysis untuk mengidentifikasi pola, hubungan, dan informasi penting. Hasil penelitian menunjukkan bahwa AI berpotensi memperkuat personalisasi, kreativitas, fleksibilitas, dan inovasi pembelajaran, tetapi penggunaannya menghadirkan risiko kesalahan informasi, ketergantungan teknologi, dan persoalan integritas akademik. Oleh karena itu, integrasi AI perlu disertai literasi digital, verifikasi informasi, kompetensi pendidik, dan pedoman etika yang kuat.]

Digital Transformation and Disaster Management in the Technological Society: A Review of Emerging Innovations, Governance Challenges, and Community Resilience Strategies

Muazu Muhammad Adam — 2026-09-04

Digital transformation (DT) is increasingly reshaping disaster management by enabling a transition from predominantly reactive approaches to predictive, data-driven, and resilience-oriented systems. However, the benefits of emerging digital technologies are often constrained by institutional, infrastructural, ethical, and socioeconomic challenges. This review examines the role of DT in enhancing disaster resilience and proposes an Integrated Digital Disaster Resilience Framework (IDDRF) that connects technological, governance, social, and resilience outcomes for sustainable disaster management. A comprehensive review of recent scientific literature was undertaken, focusing on Artificial Intelligence (AI), Internet of Things (IoT), Geographic Information Systems (GIS), remote sensing, big data analytics, blockchain, digital communication, and intelligent decision-support systems. The reviewed evidence was thematically analysed according to applications in disaster prediction, early warning, risk assessment, emergency response, recovery, and climate adaptation. The findings demonstrate that DT enhances disaster resilience through real-time hazard monitoring, predictive modelling, rapid information dissemination, improved situational awareness, evidence-based decision-making, and more efficient emergency coordination. Nevertheless, implementation is hindered by inadequate digital infrastructure, fragmented institutional arrangements, cybersecurity risks, data governance and privacy concerns, algorithmic bias, digital inequality, and limited technical capacity. The review therefore identifies human-centred AI, explainable decision-support systems, ethical data governance, inclusive digital access, community participation, interdisciplinary collaboration, and integration of indigenous knowledge as critical requirements for effective digital resilience. The proposed IDDRF provides an integrated pathway for policymakers, disaster management agencies, researchers, and technology developers to align digital innovation with governance, social inclusion, sustainable development, and long-term climate resilience.

Rekonseptualisasi Perencanaan Pembelajaran Pendidikan Agama Islam: Transformasi dari Pemenuhan Administratif menjadi Instrumen Pedagogis Strategis

Farhan Alfaruq Ajidin — 2026-09-07

Lesson planning serves as the fundamental foundation for determining the quality of the learning process, as it guides teachers in designing learning objectives, instructional materials, teaching strategies, learning media, and assessment in an integrated manner. However, in practice, lesson planning in Islamic Religious Education (IRE) is often regarded merely as an administrative requirement, limiting its function as a strategic pedagogical instrument for creating meaningful, active, and student-centered learning. This article aims to analyze the concept of lesson planning in Islamic Religious Education and examine its role in improving the quality of students' learning processes through a conceptual review. The study employed a qualitative approach using a library research design. Data were collected from various scholarly sources, including academic books, national and international journal articles, educational policy documents, and other relevant studies. The data were analyzed using content analysis through the processes of identification, classification, interpretation, and synthesis of the concepts examined. The findings indicate that systematic, contextual, and learner-oriented lesson planning enhances the effectiveness of the learning process, promotes student engagement, fosters meaningful learning experiences, and supports the development of twenty-first-century competencies. Furthermore, the integration of innovative instructional strategies, digital technologies, and continuous assessment into the planning stage plays a crucial role in developing adaptive Islamic Religious Education learning that responds to contemporary educational challenges. Therefore, lesson planning should be viewed not merely as a pedagogical instrument that determines the quality of the learning process and contributes significantly to achieving the objectives of Islamic Religious Education.

[Perencanaan pembelajaran merupakan landasan penting dalam menentukan kualitas proses pembelajaran karena menjadi pedoman bagi pendidik dalam merancang tujuan pembelajaran, materi, strategi, media, dan asesmen secara terpadu. Namun, dalam praktiknya, perencanaan pembelajaran Pendidikan Agama Islam (PAI) sering kali masih dipandang sebagai sekadar pemenuhan tuntutan administratif. Pandangan tersebut membatasi fungsi perencanaan pembelajaran sebagai instrumen pedagogis strategis dalam menciptakan pembelajaran yang bermakna, aktif, dan berpusat pada peserta didik. Artikel ini bertujuan untuk menganalisis konsep perencanaan pembelajaran dalam Pendidikan Agama Islam serta mengkaji perannya dalam meningkatkan kualitas proses belajar peserta didik melalui telaah konseptual. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan. Data diperoleh dari berbagai sumber ilmiah, meliputi buku akademik, artikel jurnal nasional dan internasional, dokumen kebijakan pendidikan, serta berbagai kajian lain yang relevan. Data dianalisis menggunakan analisis isi melalui proses identifikasi, klasifikasi, interpretasi, dan sintesis terhadap konsep-konsep yang dikaji. Hasil kajian menunjukkan bahwa perencanaan pembelajaran yang sistematis, kontekstual, dan berorientasi pada peserta didik dapat meningkatkan efektivitas proses pembelajaran, mendorong keterlibatan aktif peserta didik, menciptakan pengalaman belajar yang bermakna, serta mendukung pengembangan kompetensi abad ke-21. Selain itu, integrasi strategi pembelajaran inovatif, teknologi digital, dan asesmen berkelanjutan sejak tahap perencanaan memiliki peran penting dalam mengembangkan pembelajaran PAI yang adaptif terhadap tantangan pendidikan kontemporer. Oleh karena itu, perencanaan pembelajaran tidak seharusnya dipandang hanya sebagai dokumen administratif, melainkan sebagai instrumen pedagogis strategis yang menentukan kualitas proses pembelajaran dan memberikan kontribusi penting terhadap pencapaian tujuan Pendidikan Agama Islam.]

Perumusan Tujuan Pembelajaran yang Terukur dalam Pendidikan Islam: Kerangka Kerja bagi Pelaksanaan Asesmen yang Efektif

Abdul Hadi — 2026-09-07

The formulation of measurable Learning Objectives (LOs) constitutes an essential foundation in the development of Islamic Education teaching materials. Within the context of Indonesia’s national curriculum reform through Regulation of the Minister of Education, Culture, Research, and Technology Number 12 of 2024 and the Decree of the Minister of Religious Affairs (KMA) Number 450 of 2024, Islamic Education teachers are expected to translate Learning Outcomes (CP) into more specific, holistic, operational, and measurable learning objectives. However, in practice, many teachers still experience difficulties in formulating clear and measurable learning objectives. This condition may lead to misalignment between learning objectives and the assessment instruments employed. This study aims to analyze strategies for formulating measurable learning objectives in Islamic Education by integrating the ABCD principles (Audience, Behavior, Condition, and Degree), the revised Bloom’s Taxonomy developed by Anderson and Krathwohl, and the distinctive characteristics of Islamic Education learning. This study employed a descriptive qualitative method using a library research approach. The findings indicate that the formulation of measurable learning objectives in Islamic Education should be based on the appropriate selection of operational action verbs that correspond to the intended competencies. These verbs should encompass three major domains: the cognitive domain, the affective domain related to spiritual and social attitudes, and the psychomotor domain reflected in students’ ability to practice religious rituals and apply Islamic values in their daily lives. The use of specific, clear, and contextualized operational verbs can assist teachers in developing formative and summative assessments that are better aligned with learning objectives, more accurate in measuring students’ achievement, and supportive of objective and equitable assessment practices.

[Perumusan Tujuan Pembelajaran (Learning Objectives/LOs) yang terukur merupakan landasan penting dalam pengembangan bahan ajar Pendidikan Agama Islam (PAI). Dalam konteks reformasi kurikulum nasional Indonesia melalui Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 12 Tahun 2024 serta Keputusan Menteri Agama (KMA) Nomor 450 Tahun 2024, guru Pendidikan Agama Islam diharapkan mampu menerjemahkan Capaian Pembelajaran (CP) ke dalam tujuan pembelajaran yang lebih spesifik, holistik, operasional, dan terukur. Namun, dalam praktiknya, masih banyak guru yang mengalami kesulitan dalam merumuskan tujuan pembelajaran yang jelas dan terukur. Kondisi tersebut dapat menyebabkan ketidaksesuaian antara tujuan pembelajaran dan instrumen asesmen yang digunakan. Penelitian ini bertujuan untuk menganalisis strategi perumusan tujuan pembelajaran yang terukur dalam Pendidikan Agama Islam dengan mengintegrasikan prinsip ABCD (Audience, Behavior, Condition, dan Degree), Taksonomi Bloom revisi yang dikembangkan oleh Anderson dan Krathwohl, serta karakteristik khas pembelajaran Pendidikan Agama Islam. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kepustakaan (library research). Hasil penelitian menunjukkan bahwa perumusan tujuan pembelajaran yang terukur dalam Pendidikan Agama Islam perlu didasarkan pada pemilihan kata kerja operasional yang tepat dan sesuai dengan kompetensi yang hendak dicapai. Kata kerja tersebut perlu mencakup tiga ranah utama, yaitu ranah kognitif, ranah afektif yang berkaitan dengan sikap spiritual dan sosial, serta ranah psikomotorik yang tercermin dalam kemampuan peserta didik dalam mempraktikkan ibadah dan menerapkan nilai-nilai Islam dalam kehidupan sehari-hari. Penggunaan kata kerja operasional yang spesifik, jelas, dan kontekstual dapat membantu guru mengembangkan asesmen formatif dan sumatif yang lebih selaras dengan tujuan pembelajaran, lebih akurat dalam mengukur pencapaian peserta didik, serta mendukung pelaksanaan asesmen yang objektif dan berkeadilan.]