Reconstructing Islamic Educational Epistemology for Society 5.0: An Integrative-Transformative Pedagogy for Algorithmically Mediated Moral Agency

Musdalifah Nihaya; St Muthahhara; Indriana Indriana; Adistian Adistian; Wan Juliana Amirah Wan Ab Aziz

doi:10.32806/jf.v15i03.2395

Authors

Musdalifah Nihaya Universitas Muhammadiyah Makassar, Indonesia
St Muthahhara Universitas Muhammadiyah Makassar, Indonesia
Indriana Indriana Universitas Muhammadiyah Makassar, Indonesia
Adistian Adistian Universitas Muhammadiyah Makassar, Indonesia
Wan Juliana Amirah Wan Ab Aziz Universiti Malaya, Malaysia

DOI:

https://doi.org/10.32806/jf.v15i03.2395

Keywords:

Society 5.0; Islamic education; Islamic epistemology; bayani–burhani–irfani; algorithmic ethics; artificial intelligence.

Abstract

Society 5.0 has turned digital technology from a tool learners use into an environment that mediates how they encounter, evaluate, and act on information. This study asks how Islamic education can respond to the resulting digital moral disruption through an integrative epistemological framework for algorithmically mediated learning. It applied a qualitative Critical Interpretive Synthesis (CIS) to a 70-source corpus: 25 foundational or conceptual works and 45 contemporary empirical or conceptual studies published between 2018 and 2026 (792 records identified, 774 screened after removing 18 duplicates, 80 assessed in full text). Three patterns emerged. First, digital moral disruption, documented through cyberbullying, cyber-aggression, problematic digital behavior, and shifting agency, is examined mainly through psychological, behavioral, technological, or educational constructs. Second, Islamic educational scholarship reports persistent knowledge fragmentation and difficulty connecting normative, empirical, technological, and reflective reasoning. Third, Bayani–burhani–irfani scholarship already informs discussions of educational and digital ethics, but its contributions remain dispersed. Interpretive reconstruction yields the Integrative-Transformative Pedagogy (ITP) model, which positions Bayani as textual-normative orientation, Burhani as critical-technological inquiry, and Irfani as spiritual-moral interiorization. The model reframes digital literacy as an epistemically and morally situated capacity and offers a conceptual basis for curriculum, teacher education, and institutional AI guidance

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