THEORETICAL FRAMEWORK USE IN ARTIFICIAL INTELLIGENCE RESEARCH IN ISLAMIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Ali Muhtarom; Mufrodi Mufrodi

doi:10.33650/pjp.v13i3.14937

THEORETICAL FRAMEWORK USE IN ARTIFICIAL INTELLIGENCE RESEARCH IN ISLAMIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW

DOI: https://doi.org/10.33650/pjp.v13i3.14937

Authors

(1) * Ali Muhtarom

(Universitas Islam Negeri Sultan Maulana Hasanuddin Banten)
        Indonesia
(2)  Mufrodi Mufrodi   (Universitas Islam Negeri Sultan Maulana Hasanuddin Banten)
        Indonesia
(*) Corresponding Author

Abstract

Research on artificial intelligence (AI) in Islamic education has grown rapidly, raising questions about the role of Islamic intellectual traditions in its theoretical foundations. This systematic review examines how scholarship engages with Islamic concepts and develops theoretical frameworks. Following PRISMA 2020 guidelines, 118 articles published between 2020 and 2026 were identified from Scopus and the Directory of Open Access Journals, representing 87 journals. Articles were coded by research design, Islamic conceptual engagement, and theoretical frameworks, including non-Islamic perspectives. Inter-rater reliability was assessed on 20% of the corpus. Findings show that 52.5% of articles discuss at least one Islamic concept, while 32.2% articulate no theoretical framework. This gap is concentrated in empirical studies, which show lower framework engagement than conceptual and review articles. Differences between Scopus-indexed and open-access publications are limited. The review distinguishes conceptual presence from theoretical integration, providing a basis for evaluating Islamic intellectual contributions to AI research in education. Ta'lim and isnad offer potential foundations for context-sensitive frameworks, but their theoretical and methodological utility requires further conceptual development and empirical validation.

Keywords

Artificial Intelligence; Islamic Education; Theoretical Frameworks.

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