The Ethics of ChatGPT Use in Islamic Education: The Reactualization of Adab in Ta‘lim al-Muta‘allim
Main Article Content
Abstract
The development of generative AI, particularly ChatGPT, has transformed the way students obtain information, formulate ideas, and complete academic assignments. Despite its benefits, the use of ChatGPT in Islamic education raises ethical problems, such as plagiarism, technological dependence, weak source verification, declining seriousness in learning, and shifts in scholarly authority. This article aims to reactualize the values of Ta‘lim al-Muta‘allim by Burhanuddin al-Zarnuji as an ethical framework for the use of ChatGPT in Islamic education. This study employs a library research method with a qualitative-conceptual approach. The data were analyzed through content analysis of the values of intellectual adab in Ta‘lim al-Muta‘allim and conceptual analysis to formulate their relevance to the ethical problems of generative AI. The findings indicate that the values of intention, respect for knowledge, respect for teachers, diligence, wara‘, honesty, and the beneficial use of knowledge can be reactualized as ethical principles for the use of ChatGPT. This article emphasizes that ChatGPT should be positioned as a learning aid that is subject to adab, rather than as a substitute for teachers, the thinking process, and scholarly responsibility. The novelty of this study lies in the development of a normative-operational matrix that connects the ethical problems of ChatGPT use, al-Zarnuji’s values of adab, principles of digital ethics, and pedagogical actions. In practical terms, this framework can be used by educators and Islamic educational institutions as a basis for developing guidelines for AI use, assignment design, source verification processes, and the cultivation of students’ academic integrity.
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