Literasi Algoritmik sebagai Benteng Radikalisme Digital: Reorientasi Pendidikan Islam di Era Artificial Intelligence

Abstract

Developments in artificial intelligence (AI) and social media algorithms are reshaping the dissemination of religious information while presenting challenges related to misinformation, intolerance, and digital radicalism. This study aimed to analyze the role of algorithmic literacy in addressing the risks of digital radicalism and propose directions for reorienting Islamic education in the AI era. The study employed a literature review method with content analysis. Scholarly sources were gathered through literature searches and selection, then analyzed according to the themes of algorithmic literacy, exposure to digital content, digital radicalism, and Islamic education. The synthesis identified algorithmic recommendation mechanisms, filter bubbles and echo chambers, the dissemination of provocative narratives, and inadequate information verification as factors that may increase the risk of exposure to intolerant and radical content. Algorithmic literacy encompasses an understanding of recommendation mechanisms, awareness of information bias, and the ability to evaluate the credibility and context of religious sources. Within Islamic education, its development can be integrated with the principle of tabayyun, the values of wasathiyah and tasamuh, and the cultivation of moral conduct in digital environments. The proposed instructional strategies include case analysis, source verification, critical discussion, and reflection on religious information circulating in digital spaces. This review offers directions for reorienting Islamic education by connecting technological understanding, critical evaluation of information, and ethical responsibility in digital religious practices. Algorithmic literacy is presented as a potential preventive approach to supporting critical, moderate, and responsible Islamic education. Accordingly, Islamic Religious Education (PAI) teachers, madrasah and pesantren administrators, and policymakers may consider integrating it into instructional strategies and curriculum development. However, because the findings derive from a synthesis of the literature, the effectiveness of this approach in directly preventing digital radicalism still requires empirical testing.