Merekonstruksi Ilmu Kalam sebagai Pedagogi Epistemik dalam Pendidikan Agama Islam untuk Menghadapi Tantangan di Era Digital

Abstract

This article develops an epistemic pedagogy grounded in ʿilm al-kalām for Islamic Religious Education by explaining how selected epistemic resources from the kalām tradition can be translated into classroom practices that support religious epistemic agency and responsible engagement with knowledge authorities in digital environments. The study adopts a conceptual research design using cross-domain conceptual synthesis and theory-building. Relevant literature was identified through structured searches across interconnected conceptual domains and selected purposively for its theoretical relevance. Analysis proceeded through concept identification, conceptual decomposition, cross-domain comparison, conceptual reconstruction, relational synthesis, and proposition development. The synthesis reconstructs istidlāl, nazar, tafakkur, analogy, logic and inference, reason-transmission relations, and engagement with competing theological positions as epistemic resources for learning. The proposed framework places religious epistemic agency and epistemic authority calibration at its core, enabling learners to examine claims, weigh reasons, assess sources, and determine proportionate trust in religious authorities. The framework extends the role of ʿilm al-kalām from instructional content to a resource for epistemic formation in Islamic Religious Education. It offers a theoretical basis for designing learning activities that cultivate claim evaluation, source discernment, reflective judgment, and appropriate reliance on expertise, while providing testable propositions for future instrument development and classroom intervention research.