Menjaga Tradisi Keilmuan Dayah di Era Artificial Intelligence: Tantangan, Adaptasi, dan Pembelajaran Bahasa Arab

Abstract

The emergence of generative Artificial Intelligence (AI) has fundamentally transformed how people access and produce knowledge, including religious knowledge. This shift poses distinct challenges for the dayah, Aceh's traditional Islamic educational institution, which upholds the teacher-student relationship, talaqqi, scholarly chains of transmission (sanad), the study of classical texts (kitab turats) in Arabic, mastery of the Arabic language sciences (nahwu and sharaf), and adab. This article analyzes how AI challenges the dayah's scholarly tradition, how the dayah can adapt without losing its educational character, and how the future of dayah education can be envisioned amid AI development. Using library research with a qualitative-descriptive approach and content analysis of literature on AI in education, AI in Islamic education, and the scholarly tradition of pesantren/dayah, the study finds that AI shifts santri's knowledge-access patterns from teacher-centered to more open and instant, risking a move away from understanding toward mere answer-seeking. Nevertheless, the dayah can develop adaptive strategies by positioning AI as an aid rather than a scholarly authority, strengthened by verification practices, digital adab, and AI literacy for both teachers and students. The article concludes that AI's central challenge for the dayah is epistemological, namely distinguishing access to information from the process of acquiring genuine knowledge, so that the future of dayah education must be built on a synthesis of scholarly tradition, digital literacy, and AI literacy.