The epistemology of Islamic education in the post-truth era the challenge of verifying truth in digital learning

Nuruna Hidayatul Machfudzoh; Nabila Umayrah; Zainal Arifin Ahmad

doi:10.32832/tawazun.v19i2.23653

Authors

Nuruna Hidayatul Machfudzoh Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Nabila Umayrah Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Zainal Arifin Ahmad Universitas Islam Negeri Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.32832/tawazun.v19i2.23653

Keywords:

Epistemology of Islamic Education, Post-Truth Era, Digital Learning, Tabayyun, Digital Literacy

Abstract

The proliferation of the post-truth phenomenon, where objective facts are overshadowed by emotions and personal beliefs has created a significant epistemological crisis in education, particularly in digital learning environments. In a digital space flooded with unverified information, Muslim learners face a substantial challenge in distinguishing authentic truth from misleading content, risking the distortion of their understanding of Islam. This study aims to analyze the epistemological challenges of truth verification in digital learning within the post-truth era, and to examine the relevance of Islamic Education epistemology as a critical filtering framework. Employing a library research method with a qualitative-philosophical approach, data were analyzed descriptively-analytically to examine the Islamic concepts of truth bayani, irfani, and burhani and to recontextualize them within the digital landscape. The study finds that the principle of tabayyun (verification and clarification), as commanded in QS. Al-Hujurat verse 6, together with the tradition of scholarly chains (sanad), offers a critical verification mechanism that can be integrated into modern digital pedagogy. By operationalizing these three epistemological methods, educators can equip students with digital literacy that is not only technical, but also ethical and theological. In conclusion, the revitalization of Islamic educational epistemology is urgently needed to build learners' epistemic resilience and enable them to navigate digital information responsibly, in accordance with Islamic values.

Abstrak

Maraknya fenomena post-truth, di mana fakta objektif kalah pengaruh oleh emosi dan keyakinan pribadi, telah menciptakan krisis epistemologis yang signifikan dalam dunia pendidikan, khususnya dalam pembelajaran digital. Di ruang digital yang dibanjiri informasi tanpa verifikasi ketat, peserta didik Muslim menghadapi tantangan berat dalam membedakan kebenaran yang sahih dari informasi yang menyesatkan, sehingga berpotensi mendistorsi pemahaman keislaman yang autentik. Penelitian ini bertujuan untuk menganalisis tantangan epistemologis dalam verifikasi kebenaran pada pembelajaran digital di era post-truth, serta mengkaji relevansi prinsip-prinsip epistemologi Pendidikan Islam sebagai kerangka filterisasi kritis. Menggunakan metode studi pustaka (library research) dengan pendekatan kualitatif-filosofis, data dianalisis secara deskriptif-analitis untuk mengkaji konsep kebenaran dalam Islam bayani, irfani, dan burhani serta merelevankannya dengan konteks pembelajaran digital. Kajian ini menemukan bahwa prinsip tabayyun (klarifikasi dan verifikasi informasi) sebagaimana diperintahkan dalam QS. Al-Hujurat ayat 6, bersama dengan tradisi sanad keilmuan (mata rantai pengetahuan), menawarkan mekanisme verifikasi kritis yang dapat diintegrasikan ke dalam pedagogi digital modern. Dengan mengoperasionalisasikan ketiga metode epistemologi Islam tersebut, pendidik dapat membekali peserta didik dengan literasi digital yang tidak hanya teknis, tetapi juga etis dan teologis. Kesimpulannya, revitalisasi epistemologi Pendidikan Islam mendesak untuk dilakukan guna membangun ketahanan epistemik peserta didik agar mampu menavigasi lanskap informasi digital secara bertanggung jawab sesuai nilai-nilai keislaman.

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