Reconstituting Pedagogical Authority in the GenAI Era: Intelligent-TPACK, Deep Learning, and the Ethical-Cultural Knowledge of Maja Labo Dahu in Islamic Religious Education
DOI:
https://doi.org/10.32806/jf.v15i01.1761Keywords:
Intelligent-TPACK; deep learning; Maja Labo Dahu; inverted authority; Ethical-Cultural Knowledge.Abstract
The diffusion of generative artificial intelligence (GenAI) into classrooms has produced inverted authority, a structural gap in which students' digital fluency outpaces teachers' technical mastery, placing particular pressure on Islamic Religious Education (IRE), where the teacher conventionally serves as the primary interpretive authority. No existing framework integrates AI-enabled teaching competence, deep-learning pedagogy, and culturally grounded moral resilience into a single coherent model. This qualitative case study examined how eleven IRE teachers at MAN 2 Kota Bima (West Nusa Tenggara, Indonesia) negotiate these pressures through the Mbojo philosophy of Maja Labo Dahu. Following critical-case logic, data were collected via semi-structured interviews, non-participant classroom observation (24 sessions), and an open-ended student survey (n = 93; January–March 2026), and analysed using the Miles–Huberman–Saldaña interactive model. Three findings emerged: pedagogical authority is reconstituted through reverse mentoring grounded in tawāḍuʿ (humility), confirmed across 14 of 24 observed sessions; deep-learning pedagogy is operationalised through a "language of technological analogy" mapping sharīʿah concepts onto digital metaphors, and embedded within a "Digital Compassion Protocol" aligned with Indonesia's Love-Based Curriculum (KMA 1503/2025); and Maja Labo Dahu functions as a dual self-regulation mechanism dahu (divine monitoring) and Maja (social filtering) governing student digital behaviour beyond institutional perimeters, independently recalled by 53 of 93 respondents. These findings yield the Intelligent-TPACK-Mbojo model, which extends Intelligent-TPACK by adding an Ethical-Cultural Knowledge (ECK) layer derived from community-internalized, multigenerational values rather than universal ethical principles. Counter-evidence and conditions for cross-cultural ECK substitutability are addressed explicitly.
References
Alsuhaymi, Adeeb Obaid, and Fouad Ahmed Atallah. “Sustainable Education in the Age of Artificial Intelligence and Digitalization: A Value-Critical Approach.” Sustainability (Switzerland) 18, no. 3 (2026): 1257. https://doi.org/10.3390/su18031257.
Ardiansyah, Suriadi, Kokom Komalasari, Enok Maryani, and Erlina Wiyanarti. “Transformation of Bima Local Wisdom Values through Social Studies E-Book Media.” Journal of Education and Learning 18, no. 2 (2024): 535–43. https://doi.org/10.11591/edulearn.v18i2.21004.
Borzanović, Aleksandra, Andreja Simić, Nataša Papić-Blagojević, Aleksandra Klašnja-Milićević, Cesar Sanin, Andrew Levula, Md Rafiqul Islam, and Mirjana Ivanović. “Student Perceptions of Generative AI Tools in Higher Education: A Cross-Regional Study of Use, Ethics, and Educational Utility.” Education and Information Technologies, 2026. https://doi.org/10.1007/s10639-026-13964-8.
Celik, Ismail. “Towards Intelligent-TPACK: An Empirical Study on Teachers’ Professional Knowledge to Ethically Integrate Artificial Intelligence (AI)-Based Tools into Education.” Computers in Human Behavior 138 (2023). https://doi.org/10.1016/j.chb.2022.107468.
Cooper, Grant. “Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence.” Journal of Science Education and Technology 32, no. 3 (2023): 444–52. https://doi.org/10.1007/s10956-023-10039-y.
Cox, Suzy, and Charles R Graham. “Diagramming TPACK in Practice: Using an Elaborated Model of the TPACK Framework to Analyze and Depict Teacher Knowledge,” 2009.
Du, Jinming and Lucas Kohnke. “Repositioning Teachers in the Age of AI: A Cross-Disciplinary Study of Perceptions and Practices in China.” Teaching Education, 2025. https://doi.org/10.1080/10476210.2025.2590694.
Filatova, Asya, Alexander Didenko, and Ulyana Ravedovskaya. “From Lecturer to Chatbot: Evaluating a Hybrid Teaching Model.” Journal of Teaching English for Specific and Academic Purposes 13, no. 3 (2025): 529–38. https://doi.org/10.22190/JTESAP250815040F.
Fullan, Michael, Joanne Quinn, and Joanne McEachen. Deep Learning: Engage the World Change the World. Corwin Press, 2017.
Glinkowska, Magdalena, and Marlena Dzikowska. “An Evaluation of Reverse Mentoring: A Case Study of Research Assistants and Advisors.” E-Mentor Journal 4, no. 96 (2022): 14–23. https://doi.org/10.15219/em96.1582.
Koehler, Matthew J, Punya Mishra, and William Cain. “What Is Technological Pedagogical Content (TPACK)?” Journal of Education 193, no. 3 (2017).
Kotten, Natsir B, Elias Beda, Fransiskus Korosando, Marsel Nande, Siti Arafat, and Lely Suryani. “Culturally Embedded Character Education: Teacher Identity and Institutional Transformation in Eastern Indonesia.” International Journal of Learning, Teaching and Educational Research 24, no. 11 (2025): 711–25. https://doi.org/10.26803/ijlter.24.11.33.
Lan, Guoshuai, Xiaoxiao Feng, Shuilian Du, Fan Song, and Qi Xiao. “Integrating Ethical Knowledge in Generative AI Education: Constructing the GenAI-TPACK Framework for University Teachers’ Professional Development.” Education and Information Technologies 30, no. 11 (2025): 15621–44. https://doi.org/10.1007/s10639-025-13427-6.
Lin, Zi, Sudikan, Supratno, M Bahruddin, and Waliyudin. “Exploration of Transmission Patterns of Bima Traditional Proverbs Expressions: A Case Study in Indonesia, Bima Society.” International Journal of Anthropology 40, no. 1–2 (2025): 137–62. https://doi.org/10.14673/IJA2025121140.
Lincoln, Yvonna S, and Egon G Guba. Naturalistic Inquiry. Sage, 1985.
Lincon, Y S, and Egon G Guba. “Naturalistic Inquiry. Beverly Hills.” CA: Sage Publications. Lee, WS (2001). Parents' Divorce and Their Duty to Support the Expense of Bringing up Their Child. Asian Women 13, no. 1 (1985): 85–105.
MacIntyre, Alasdair. “After Virtue: A Study in Moral Theory (Notre Dame, Ind.” University of Notre Dame Press, 1981.
Mambu, Joseph Ernest, Elisabet Titik Murtisari, Herry Sanoto, Ardiyarso Kurniawan, Elisathusilawani, and Yuliana Yustin. “Incorporating Indigenous Knowledge into Character Education in English Language Classrooms: A Critical Spiritual Pedagogy Perspective.” Pedagogy, Culture and Society, 2025. https://doi.org/10.1080/14681366.2025.2552696.
Marton, Ferenc, and Roger Säljö. “On Qualitative Differences in Learning: I—Outcome and Process.” British Journal of Educational Psychology 46, no. 1 (1976): 4–11.
Miles Matthew, B, A Michael Huberman, and Johnny Saldana. “Qualitative Data Analysis: A Methods Sourcebook.” Sage Publications, 2014.
Omodan, Bunmi Isaiah. “Redefining the Role of Supervisors in the Era of Artificial Intelligence: Implications for Hybrid Postgraduate Research Governance.” Cogent Education 12, no. 1 (2025): 2536534. https://doi.org/10.1080/2331186X.2025.2536534.
Popow, Monika. “Decolonizing Knowledge in the Postdigital Era: Pedagogical Strategies for Navigating AI-Driven Epistemic Transformations.” Educational Philosophy and Theory 58, no. 1–2 (2026): 44–56. https://doi.org/10.1080/00131857.2025.2552764.
Putri, Dinda Karunia, Nimatul Zahro, Wahono Widodo, and Nadi Suprapto. “Primary Teachers’ Perceptions of Deep Learning Pedagogy in Culture-Integrated STEM Education: A Quantitative Survey.” Journal on Mathematics Education 16, no. 4 (2025): 1331–46. https://doi.org/10.22342/jme.v16i4.pp1331-1346.
Radloff, Jeffrey, Ibrahim H Yeter, and Thomas K. F. Chiu. “Intelligent-TPACK in Teacher Education: Examining Preservice Elementary Teachers’ Emerging Views about AI Classroom Use.” Computers and Education Open 9 (2025): 100307. https://doi.org/10.1016/j.caeo.2025.100307.
Sandel, Michael. “Liberalism and the Limits of Justice.” In Debates in Contemporary Political Philosophy, 150–69. Routledge, 2005.
Setiyawan, Andri, Soeharto Soeharto, Tommy Tanu Wijaya, Lilla Korenova, and Zsolt Lavicza. “Measuring Teachers’ Competencies for AI Integration: Development and Validation of the AI-TPACK in Vocational Education.” Computers and Education Open 9 (2025): 100319. https://doi.org/10.1016/j.caeo.2025.100319.
Sila, Muhammad Adlin. “Historicizing Islam: On the Agency of Siti Maryam in the Construction of Bima’s History of Islamization.” Studia Islamika 25, no. 1 (2018): 37–66. https://doi.org/10.15408/sdi.v25i1.5840.
Tasrif, T, and S Komariah. “Model Penguatan Karakter Masyarakat Berbasis Nilai Kearifan Lokal ‘Maja Labo Dahu’ Dalam Perspektif Budaya Bima.” Jurnal Ilmu Administrasi Negara 18, no. 1 (2021): 51–67.
Umar, Umar, Anik Ghufron, and Wuri Wuryandani. “Integrating Maja Labo Dahu Culture in Islamic Education: A Module for Character Development in Elementary Students.” Journal of Education and Learning 19, no. 2 (2025). https://doi.org/10.11591/edulearn.v19i2.21801.
Yin, Robert K. Case Study Research and Applications: Design and Methods. 6th ed. Los Angeles: SAGE, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lalu Muttaqin, Nasaruddin Nasaruddin, Syarifuddin Syarifuddin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
.png)
