Islam, Science, and Technology: Muhammadiyah’s Progressive Islamic Perspective on Digital Transformation
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Abstract
Rapid advances in artificial intelligence, data-driven platforms, and digital learning have transformed education by expanding access and efficiency while raising ethical concerns regarding algorithmic bias, privacy, academic integrity, misinformation, and digital inequality. This study examines how Islamic epistemology and Muhammadiyah's paradigm of Progressive Islam (Islam Berkemajuan) provide an ethical and institutional framework for addressing these challenges. An integrative library review with a qualitative conceptual-synthesis approach was employed. Sources were drawn from peer-reviewed national and international publications, authoritative works on Islamic thought, official Muhammadiyah documents, and international policy reports on artificial intelligence published primarily between 2020 and 2025, while seminal references were retained where conceptually relevant. Data were analyzed through deductive and inductive thematic coding focusing on Tawhid, knowledge and human responsibility, mashlahah, technological ethics, institutional implementation, and humanistic digital civilization. The findings indicate that Islamic epistemology supports scientific advancement while emphasizing moral accountability. Progressive Islam operationalizes these principles through educational reform, institutional governance, and community engagement. The study proposes a six-stage conceptual framework integrating Tawhid, Islamic epistemology, scientific inquiry, technological ethics, Muhammadiyah governance, and social welfare. This framework offers practical guidance for AI governance, curriculum development, digital literacy, ethical oversight, and community-oriented innovation in Muhammadiyah higher education, although further empirical validation across institutional contexts remains necessary.
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