Islamic Education And The Transformation Of Digital Technology: A Case Study Of The Deconstruction Of Scientific Sanad Amid The Phenomenon Of Ustadz Google

A Hasyim; Syamsul Rijal

doi:10.63922/ijevss.v5i03.4920

A Hasyim Islamic University of Madura
Syamsul Rijal Islamic University of Madura

DOI: https://doi.org/10.63922/ijevss.v5i03.4920

Keywords: Islamic Education; Digital Religion; Sanad of Knowledge; Digital Transformation; Religious Authority; Digital Literacy.

Abstract

The transformation of digital technology has changed the patterns of production, distribution, and consumption of religious knowledge in Islamic education. The development of search engines, social media, and artificial intelligence has given rise to the "Ustadz Google" phenomenon, a tendency for people to obtain religious answers instantly through digital algorithms without going through the mechanism of the sanad of knowledge that is the foundation of Islamic epistemology. Although various studies have discussed the digitalization of Islamic education and the development of Digital Religion, studies on the deconstruction of the sanad of knowledge due to the transformation of digital technology are still relatively limited. This study aims to analyze the deconstruction of the sanad of knowledge in Islamic education in the digital era and to formulate a conceptual model for sanad reconstruction that can integrate traditional scientific authority with the digital ecosystem. The study used a qualitative approach with a qualitative case study design combined with digital ethnography and qualitative content analysis. Data were obtained through observations of religious learning practices in digital spaces, analysis of da'wah content on YouTube, TikTok, Instagram, and Google, and a review of scientific and classical Islamic literature on sanad, talaqqi, and the etiquette of seeking knowledge. Data analysis was conducted using reflexive thematic analysis while maintaining credibility through source triangulation, theory triangulation, audit trails, and peer debriefing. The results of the study indicate that digital algorithms have shifted the mechanism of knowledge legitimacy from authority by transmission to authority by algorithmic visibility, so that digital popularity increasingly influences public perceptions of religious authority. In response to this change, this study offers a Conceptual Model of the Integration of Sanad and Digital Ecosystems that positions teachers, sanad, knowledge verification, algorithms, digital literacy, and tabayyun as mutually integrated components in building authentic scientific authority that is both adaptive to technological developments. This model provides a theoretical contribution by expanding the study of Digital Religion through the integration of Islamic educational epistemology and provides practical implications for curriculum development, the transformation of teachers' roles, the strengthening of Islamic boarding schools, and the ethical use of artificial intelligence in Islamic education.

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