ChatGPT-Driven Knowledge Authenticity: A Reflection

Abstract

This study discovers how students perceive and involve with ChatGPT in the context of learning Islamic content, concentrating on its practice, benefits, boundaries, and suitability as an educational tool. Using a qualitative method and thematic analysis, data were collected from 21 undergraduate of Islamic Education Students at a Malaysian public university through open-ended survey questions. Results expose that students practice ChatGPT mainly as a supplementary assistant for idea making, fast admittance to resources and direction, while stressing the importance of authenticating its outputs with reliable Islamic sources. Main concerns elevated contain issues of accurateness, ethical consequences, and the theological boundaries of AI in understanding sacred texts. Students established critical engagement by cross-read-through content and recognizing the inimitable role of scholarly authority in religious learning. The results encompass beyond the specific framework of Islamic education to address larger queries of knowledge legitimacy in the digital age, where AI-generated content must be proved, contextualized, and morally accomplished. This case demonstrates both the prospects and encounters offered by artificial intelligence in mediating human thoughtful how digital tools can accelerate learning yet risk weakening epistemological honesty. By relating faith-grounded education with the greater field of science and technology, the study highpoints that AI incorporation must be led by ethical, cultural, and epistemological frameworks to safeguard that innovation supports, not exchanges authentic knowledge.