Artificial Intelligence in Islamic Education: Ethical and Legal Challenges from the Perspective of Islamic Law and Indonesian Positive Law

Abstract

Generative systems are now used in Indonesian madrasah, pesantren, and Islamic higher education to prepare lessons, answer religious questions, draft assignments, and assess students, while education law says nothing about them and the general artificial intelligence instruments are either non-binding or not designed for schools. This study maps the uses and risks of artificial intelligence in Islamic education, examines academic integrity and the teacher’s authority through Islamic legal categories, assesses the Indonesian legal framework, and formulates an ethical and legal framework for adoption. The research is normative juridical and doctrinal, using statutory and conceptual approaches with comparative reference to international instruments, supported by classical doctrine on trust, deception, and the transmission of knowledge, and by maqasid reasoning. The risks cluster in four areas: the integrity of assessment, the reliability of religious content, the displacement of the formative relation between teacher and student, and the processing of minors’ data. Indonesian education regulation addresses none of them directly; the personal data statute applies but has not been translated for schools; artificial intelligence instruments remain guidance or drafts. Classical doctrine supplies precise criteria: submitting generated work as one’s own is deception; a system cannot bear the responsibility that authorisation to teach presupposes; and the formation of character cannot be delegated. Education authorities should issue binding guidance on disclosure and assessment design, classify religious guidance systems used with minors as high-risk, and require institutions to assume controller duties for the tools they adopt.