REORIENTASI PEMBELAJARAN PAI BERBASIS LITERASI VERIFIKASI KEAGAMAAN DALAM MENGHADAPI OTORITAS ALGORITMIK

Abstract

Social media, recommendation algorithms, religious influencers, and artificial intelligence have transformed how adolescents access and evaluate religious knowledge. Teachers, religious scholars, families, and textbooks are no longer the only sources of guidance, as adolescents increasingly encounter rapid, personalized, and widely circulated religious content in digital spaces. This study aims to analyze the shifting religious authority among adolescents, identify the epistemic and pedagogical risks of algorithm-mediated religious information, and formulate a reorientation of Islamic Religious Education. The study employed qualitative library research with descriptive-critical analysis. Data were drawn from 16 selected sources, comprising scholarly journal articles, national reports, survey findings, and an official educational policy document, primarily published between 2020 and 2026. The data were analyzed through reduction, thematic categorization, comparison, critical interpretation, and conceptual synthesis. The findings reveal that digital ecosystems expand access to religious learning while also generating risks of decontextualization, oversimplification, confirmation bias, virality, pseudo-authority, and uncritical reliance on AI-generated responses. Conventional Islamic Religious Education that emphasizes content mastery and uses technology merely as a presentation tool is insufficient to address these challenges. This study proposes a six-stage religious verification literacy framework consisting of claim identification, source tracing, verification, contextual reading, comparison of explanations, and reflective decision-making. The framework positions teachers as source curators, dialogue facilitators, and digital ethics mentors.