Menangkal Dogmatisme dan Radikalisme Digital: Urgensi Penalaran Induktif dalam Pendidikan Islam Abad 21
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Keywords:
Dogmatisme, Penalaran Induktif, Radikalisme DigitalAbstract
The digital era has triggered a cognitive crisis among students, characterized by a high tendency toward dogmatic thinking and hasty generalizations due to social media echo chambers and instant reliance on Artificial Intelligence (AI). The Islamic education system, dominated by a deductive-dogmatic approach, often fails to respond to this epistemological crisis. Therefore, this qualitative study, employing a library research method, aims to construct a pedagogical framework based on the philosophy of science to cultivate intellectual humility. Through qualitative content analysis (open, axial, and selective coding) of 58 core literatures, the findings indicate that dogmatic reasoning can be mitigated by exploring the problem of induction, emphasizing that empirical conclusions are inherently probabilistic and never absolute. As a novelty, this article repositions the Critical-Inductive Learning Cycle (SBKI) Model as a cognitive defense mechanism. This model integrates classical Islamic scholarly traditions, positioning inductive reasoning (istiqra') alongside the ethics of verification (tabayyun) and epistemic humility (tawadhu'). The study concludes that the habituation of inductive reasoning effectively serves as an intellectual shield or anti-virus for students, fortifying them against the vortex of hoaxes and radical narratives in the digital age.
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