THE TRANSFORMATION OF THE KIAI’S SCHOLARLY AUTHORITY IN THE PESANTREN EDUCATIONAL TRADITION IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

This study examines the transformation of the kiai's scientific authority in Islamic boarding school education in the era of Artificial Intelligence (AI). AI has transformed the production, distribution, and accessibility of knowledge, including Islamic education, enabling students to access religious information independently beyond traditional learning practices based on sanad and talaqqi. This development raises concerns regarding the position and sustainability of the kiai's authority as the holder of scientific legitimacy. This study aims to analyze the transformation of the kiai's scientific authority and its implications for the structure of authority in Islamic boarding school education. It employs a library research method using an Islamic intellectual history approach. Data were collected from books, scholarly articles, and relevant literature on Islamic scientific authority, Islamic boarding school traditions, and AI development. The data were analyzed through content analysis and historical-critical analysis. The findings reveal that AI does not eliminate the kiai's scientific authority but transforms its form and basis of legitimacy. This transformation involves changes in knowledge access, authority functions, and educational relationships. The kiai's authority shifts from being the primary source of knowledge toward verifying, interpreting, and providing moral guidance on digital information. Thus, its sustainability depends on scientific legitimacy, contextual interpretation, and moral guidance in navigating digital knowledge.