Transformation of Islamic Education Based on Artificial Intelligence: A Comparative Study of Tafsir al-Rāzī (al-Tafsīr al-Kabīr) and HAMKA (Tafsir al-Azhar) on ‘Aql, ‘Ilm, and Technology

Ermita Zakiyah; Abdul Fattah

doi:10.18860/icied.v11i1.3974

Ermita Zakiyah UNiversitas Islam Negeri Maulana Malik Ibrahim Malang http://orcid.org/0000-0002-2172-1283
Abdul Fattah Universitas Islam Negeri Maulana Malik Ibrahim Malang http://orcid.org/0000-0003-4144-4487

DOI: https://doi.org/10.18860/icied.v11i1.3974

Keywords: Interpretation, HAMKA, Ar-Razi, Artificial Intelligence (AI)

Abstract

Discussions of artificial intelligence (AI) in Islamic education tend to focus on technical and pedagogical benefits, while the epistemological and ethical foundations drawn from the Qur'an and its exegesis remain under-examined. This study asks how two exegetical traditions, al-Rāzī's al-Tafsīr al-Kabīr (classical, rationalist) and HAMKA's Tafsir al-Azhar (modern, socio-ethical), interpret verses on reason (ʿaql), knowledge (ʿilm), and technology, and what this implies for AI integration. Using a qualitative library design that combines comparative (muqāran) and thematic analysis, we examine Q.S. al-ʿAlaq 96:1–5, al-Mujādilah 58:11, and Sabaʾ 34:10–11. The findings show that al-Rāzī's reading supplies an epistemological basis that legitimises reason and technology as cognitive instruments (taskhīr), whereas HAMKA's reading anchors their use in ethical-social responsibility (khilāfah) and public benefit (maṣlaḥah). Read together, they support four principles for AI-integrated Islamic education: AI as an instrument that does not replace human reason, maṣlaḥah as an evaluative criterion, accountable stewardship in adoption, and AI-assisted learning that stays connected to authoritative sources. The study offers a conceptual model that educators, curriculum designers, and policymakers can use to evaluate AI adoption in Islamic education.

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