Tabayyun sebagai Prinsip Epistemik dalam Ekologi Pembelajaran Manusia–AI di Madrasah Era Generative AI

Abstract

Generative artificial intelligence (GenAI) is expanding students’ access to explanations, exercises, and answers, while reshaping learning relationships among students, teachers, peers, knowledge sources, and technology. This study examines how students in an advanced class at MAN Demak use and interpret AI chatbots, how these tools reconfigure learning relationships, and how the Qur’anic principle of tabayyun in Qur’an 49:6 can inform a responsible human–AI learning ecology. Using a qualitative case-study design, data were collected through semi-structured interviews with seven Grade XII students and one information-technology teacher selected purposively. The interviews were conducted on 29 August 2025 and analyzed thematically. Four patterns emerged: AI provides fast, on-demand learning assistance; rapid access to outputs does not necessarily produce deep understanding; teachers and peers retain important but differentiated pedagogical and dialogical roles; and encounters with inaccurate AI outputs can prompt verification. The study interprets tabayyun as a normative principle requiring information to be examined before it is accepted and used, without equating AI systems with the human subject addressed in the verse. It proposes a Qur’anic Human–AI Learning Ecology and the Foundation–Assist–Verify–Dialogue–Reflect (FAVDR) process to support AI-augmented learning while preserving students’ epistemic agency and responsibility.