ALGORITHMIC PEDAGOGY IN ISLAMIC EDUCATION: THE SHIFT FROM SANAD AUTHORITY TO DIGITAL METRICS

DOI: https://doi.org/10.33650/edureligia.v10i2.14597
Authors

(1) * Anisatun Muthi’ah   (Universitas Islam Negeri Siber Syekh Nurjati Cirebon, Indonesia)  
        Indonesia
(2)  Muhammad Faiq Hammam   (Universitas Islam Negeri Siber Syekh Nurjati Cirebon, Indonesia)  
        Indonesia
(3)  Ahmed Abdul Malik   (Universiti Sains Islam Malaysia, Malaysia)  
        Malaysia
(4)  Asyifa Nadia Jasmine   (Universitas Gadjah Mada, Indonesia)  
        Indonesia
(5)  Rachma Fadhila Usman   (Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia)  
        Indonesia
(*) Corresponding Author

Abstract


This study aimed how the logic of ‘Algorithmic Pedagogy’ operates to disrupt sanad-based religious authority and alter the epistemic structure of Islamic education. Employing a qualitative digital inquiry approach, the unit of analysis encompasses popular digital da’wah channels, specifically on YouTube and Instagram. The criteria for selecting content and accounts were based on high visibility, follower influence, and platform representation. Data collection was conducted through non-participatory digital observation over a six-week period, from June 11 to July 20, 2025. Utilizing the concept of ‘Algorithmic Pedagogy’ for data analysis, the findings reveal that this logic operates within Islamic education through three primary mechanisms: (1) Epistemic Displacement, wherein legitimacy shifts from scholarly credentials to digital engagement metrics; (2) Affective Distillation, which reduces complex theological teachings into shallow, emotionally charged commodities; and (3) Structural Polarization, wherein algorithms amplify extreme narratives over moderate traditions to maximize user retention. This study argued that this pedagogical shift engenders a new regime of truth that privileges visual performativity over scholarly authenticity. Ultimately, this research underscored the urgent need for formal Islamic educational institutions to integrate critical algorithmic literacy into their curricula, thereby equipping the younger generation to counter digital polarization and affective manipulation.

Keywords

Algorithmic Pedagogy, Islamic Education, Epistemic Displacement, Affective Distillation, Religious Authority







References


Abusharif, I. N. (2024). Discussion and Debate Forum: Religious Knowledge Production and Digital Affordances. Journal of Islamic and Muslim Studies, 9(1), 108–114. https://doi.org/10.2979/jims.00030

Abusharif, I. N. (2025). Social Media, Religious Authority, and the Arab Gulf Crisis. Bloomsbury Publishing.

Akmaliah, W. (2025). Algorithmic Religious Authority: Digital Islamic Preachers and Mainstreaming the Meaning of Jihad. Journal of Religion, Media and Digital Culture, 14(3), 430–453. https://doi.org/10.1163/21659214-bja10157

Andok, M. (2024). The Impact of Online Media on Religious Authority. Religions, 15(9). https://doi.org/10.3390/rel15091103

Bartsch, A., Neuberger, C., Stark, B., Karnowski, V., Maurer, M., Pentzold, C., Quandt, T., Quiring, O., & Schemer, C. (2025). Epistemic authority in the digital public sphere. An integrative conceptual framework and research agenda. Communication Theory, 35(1), 37–50. https://doi.org/10.1093/ct/qtae020

Brennen, B. S. (2025). Qualitative Research Methods for Media Studies, Fourth Edition. Qualitative Research Methods for Media Studies, Fourth Edition, 1–283. https://doi.org/10.4324/9781003457411

Bryda, G., & Costa, A. P. (2023). Qualitative Research in Digital Era: Innovations, Methodologies and Collaborations. Social Sciences, 12(10). https://doi.org/10.3390/socsci12100570

Bunt, G. R. (2024). Islamic Algorithms: Online Influence in the Muslim Metaverse. Bloomsbury Publishing.

Chen, R., Xin, Z., Xiao, Q., Xiao, R., Xiao, J., Zhang, B., Shen, H., & Lu, Z. (2026). The Digital Landscape of God: Narrative, Visuals and Viewer Engagement of Religious Videos on YouTube. Proceedings of the International AAAI Conference on Web and Social Media, 20(1), 469–486. https://doi.org/10.1609/icwsm.v20i1.42649

Enggal, D., Haris, A., & Shonhadji. (2026). Determinants of Graduates’ Competitiveness: Religious Character, Dual Education, and Ict Competence. Edureligia : Jurnal Pendidikan Agama Islam, 10(01), 15–35. https://doi.org/http://dx.doi.org/10.33650/edureligia.v10i1.13209

Fathurrosyid, Muthhar, M. A., Kahar, A., & Mokhtar, W. K. A. W. (2024). Dissemination of Hijrah Doctrine on Social Media. Esensia: Jurnal Ilmu-Ilmu Ushuluddin, 25(2), 28–43. https://doi.org/10.14421/esensia.v25i2.5809

Habes, M., Alghizzawi, M., Ahmad, A. K., & Almuhaisen, O. (2023). The Impact of Digital Media Learning Apps on Students’ Behaviors in Distance Learning During COVID-19 at the University of Jordan. Studies in Media and Communication, 11(3), 47–55. https://doi.org/10.11114/smc.v11i3.5982

Hambali, & Mardiya. (2023). Technology in Education; Tpack as an Approach to Becoming a Revolutionary Teacher in the Digital Age. Academy of Education Journal, 14(2), 171–185. https://doi.org/10.47200/aoej.v14i2.1646

Haq, S. U., & Kwok, R. Y. keung. (2024). Encountering “the Other” in Religious Social Media: A Cross-Cultural Analysis. Social Media and Society, 10(4). https://doi.org/10.1177/20563051241303363

Harahap, H. N., & Ritonga, A. A. (2023). The Effect of Using Project Based Learning Model with Autoplay Media Studio on Learning Achievement. Edureligia : Jurnal Pendidikan Agama Islam, 07(01), 99–111. http://doi.org/10.33650/edureligia.v7i1.6103 THE

Hidayat, I. K. (2024). Integrating Islamic Education Values: the Key to Character Education of the Young Generation Al-Hikam Perspective. Edureligia : Jurnal Pendidikan Agama Islam, 08(01), 90–101. http://doi.org/10.33650/edureligia.v8i1.8596

Howard, J. L., & Slemp, G. R. (2025). Why We Need a Living Meta-Analysis of Self-Determination Theory : an Illustration Examining Temporal Changes in Need Supportive Education. Motivation and Emotion, 8(1), 1–18. https://doi.org/10.1007/s11031-025-10132-2

Howard, J. L., Slemp, G. R., & Wang, X. (2025). Need Support and Need Thwarting : A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. Personality and Social Psychology Bulletin, 5(9), 1552–1573. https://doi.org/10.1177/01461672231225364

Hyzen, A., Van den Bulck, H., Puppis, M., Kulig, M., & Paulussen, S. (2026). Epistemic Welfare and Algorithmic Recommender Systems: Overcoming the Epistemic Crisis in the Digitalized Public Sphere. Communication Theory, 36(1), 46–57. https://doi.org/10.1093/ct/qtaf018

Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The Dynamics of Islamic Education Policies in Indonesia. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172930

Leo, F. M., Sánchez-oliva, D., Fernandez-rio, J., López-gajardo, M. A., Pulido, J. J., Reigal, R. E., & Leo, F. M. (2025). Validation of the Teaching Interpersonal Style Questionnaire in Physical Education. Frontiers in Psychology, 16(November), 1–9. https://doi.org/10.3389/fpsyg.2025.1702118

Li, W., Ai, P., & Ding, A. (2023). More Than Just Numbers: How Engagement Metrics Influence User Intention to Pay for Online Knowledge Products. SAGE Open, 13(1). https://doi.org/10.1177/21582440221148620

Millie, J., & Baulch, E. (2024). Beyond the Middle Classes, Beyond New Media: The Politics of Islamic Consumerism in Indonesia. Asian Studies Review, 48(1), 1–18. https://doi.org/10.1080/10357823.2023.2291103

Missier, C. A. (2025). A Qualitative Study of Digital Religious Influence: Perspectives from Christian, Hindu, and Muslim Gen Y and Gen Z in Mumbai, India. Religions, 16(1). https://doi.org/10.3390/rel16010073

Paquianadin, V., Sam, K. N., & Koperundevi, G. (2024). Maximizing Solar Photovoltaic System Efficiency by Multivariate Linear Regression Based Maximum Power Point Tracking Using Machine Learning. Electrical Engineering and Electromechanics, 24(1), 77–82. https://doi.org/10.20998/2074-272X.2024.1.10

Saepudin, A., Supriyadi, T., Surana, D., & Asikin, I. (2023). Strengthening Character Education: An Action Research in Forming Religious Moderation in Islamic Education. IJLTER, 22(12), 1103–1106. https://doi.org/10.47200/aoej.v14i2.1646

Saini, M., Sengupta, E., Singh, M., & Singh, H. (2023). Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. In Education and Information Technologies. Springer US. https://doi.org/10.1007/s10639-022-11265-4

Sampio, D. P. (2025). The New Communication Ecosystem. In News, Media, and Communication in a Polarized World. Springer.

Saputra, A., & Asbi, E. A. (2025). Islam, Big Data, and Digital Ethics: Challenges in Religious Life in the Digital Age. Pharos Journal of Theology, 106(4), 1–17. https://doi.org/10.46222/pharosjot.106.4022

Yilmaz, I. (2025). Faith in the Digital Age: How Young Muslims Use the Cyberspace for Islamic Knowledge. Palgrave.

Zvereva, E. (2023). Digital ethics in higher education: Modernizing Moral Values For Effective Communication In Cyberspace. Online Journal of Communication and Media Technologies, 13(2). 32-45 https://doi.org/10.30935/ojcmt/13033


Dimensions, PlumX, and Google Scholar Metrics

10.33650/edureligia.v10i2.14597


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Anisatun Muthi’ah, Muhammad Faiq Hammam, Ahmed Abdul Malik, Asyifa Nadia Jasmine, Rachma Fadhila Usman

Creative Commons License
 

Edureligia : Jurnal Pendidikan Agama Islam
Published by Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.