Articles Open Access CC BY 4.0

Pemanfaatan Kecerdasan Artifisial Generatif dalam Pembelajaran Pendidikan Agama Islam di SMA: Telaah Integratif

Authors

  • Deni Suryanto Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia
  • Eka Sukmawati Indonesia
  • Khairatinnisa’ Humaira Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia
  • Anisa Yasmin Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia
  • Syarifah Khoirunnisa Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia
  • Uswatun Nisa Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia
DOI 10.70211/sakalima.v2i2.722
Article Integrity Crossmark: Check for updates
Article Metrics
139 Article Views 55 PDF Downloads

Abstract

The rapid development of generative artificial intelligence (GenAI) has created new opportunities and challenges for Islamic Religious Education (IRE) at the senior secondary school level. This study aimed to analyze the development of GenAI in education, map its applications in the planning, implementation, and assessment of IRE learning, identify its pedagogical, epistemic-religious, and ethical risks, and formulate principles for responsible use. An integrative literature review was conducted by searching Google Scholar, GARUDA, the Directory of Open Access Journals, Scopus, and ERIC in June–July 2025. Publications issued between 2020 and 2025 were selected based on their relevance, full-text availability, bibliographic clarity, and discussion of the uses, benefits, risks, or governance of AI in education. A total of 24 sources were included, comprising 16 journal articles as the primary corpus and eight academic books or policy and theoretical documents as supporting sources. Data were extracted into an analytical matrix and synthesized thematically by distinguishing direct evidence from IRE learning in senior secondary schools from indirect evidence derived from other educational contexts. The findings indicate that GenAI is primarily used to support instructional material development, lesson planning, alternative explanations, adaptive learning, question generation, rubric development, and preliminary feedback. However, direct empirical evidence demonstrating improvements in IRE learning outcomes remains limited. Major risks include religious misinformation and hallucination, algorithmic bias, learner dependency, academic integrity violations, privacy concerns, unequal access, and reduced independent thinking. The study concludes that GenAI should function as a teacher-supervised instructional aid rather than a substitute for pedagogical authority and religious guidance. These findings imply that schools should develop AI literacy, religious-source verification protocols, authentic assessment practices, data-protection measures, and transparent institutional guidelines to ensure that GenAI supports meaningful, ethical, and value-oriented IRE learning.

Keywords

Artificial Intelligence Digital Ethics Generative AI Islamic Religious Education Secondary Education

References

1
[1] T. K. F. Chiu, Q. Xia, X. Zhou, C. S. Chai, and M. Cheng, “Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education,” Computers and Education: Artificial Intelligence, vol. 4, Art. no. 100118, 2023. https://doi.org/10.1016/j.caeai.2022.100118
2
[2] W. M. Lim, A. Gunasekara, J. L. Pallant, J. I. Pallant, and E. Pechenkina, “Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators,” The International Journal of Management Education, vol. 21, no. 2, Art. no. 100790, 2023. https://doi.org/10.1016/j.ijme.2023.100790
3
[3] F. Ouyang and P. Jiao, “Artificial intelligence in education: The three paradigms,” Computers and Education: Artificial Intelligence, vol. 2, Art. no. 100020, 2021. https://doi.org/10.1016/j.caeai.2021.100020
4
[4] O. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education—Where are the educators?” International Journal of Educational Technology in Higher Education, vol. 16, Art. no. 39, 2019. https://doi.org/10.1186/s41239-019-0171-0
5
[5] X. Zhai et al., “A review of artificial intelligence in education from 2010 to 2020,” Complexity, vol. 2021, Art. no. 8812542, 2021. https://doi.org/10.1155/2021/8812542
6
[6] T. Adiguzel, M. H. Kaya, and F. K. Cansu, “Revolutionizing education with AI: Exploring the transformative potential of ChatGPT,” Contemporary Educational Technology, vol. 15, no. 3, Art. no. ep429, 2023. https://doi.org/10.30935/cedtech/13152
7
[7] J. S. Jauhiainen and A. Garagorry Guerra, “Generative AI and education: Dynamic personalization of pupils’ school learning material with ChatGPT,” Frontiers in Education, vol. 9, Art. no. 1288723, 2024. https://doi.org/10.3389/feduc.2024.1288723
8
[8] L. Kohnke, B. L. Moorhouse, and D. Zou, “ChatGPT for language teaching and learning,” RELC Journal, vol. 54, no. 2, pp. 537–550, 2023. https://doi.org/10.1177/00336882231162868
9
[9] I. Molenaar, “Towards hybrid human-AI learning technologies,” European Journal of Education, vol. 57, no. 4, pp. 632–645, 2022. https://doi.org/10.1111/ejed.12527
10
[10] M. Bower, J. Torrington, J. W. M. Lai, P. Petocz, and M. Alfano, “How should we change teaching and assessment in response to increasingly powerful generative artificial intelligence? Outcomes of the ChatGPT teacher survey,” Education and Information Technologies, vol. 29, pp. 15403–15439, 2024. https://doi.org/10.1007/s10639-023-12405-0
11
[11] H. Crompton and D. Burke, “Artificial intelligence in higher education: The state of the field,” International Journal of Educational Technology in Higher Education, vol. 20, Art. no. 22, 2023. https://doi.org/10.1186/s41239-023-00392-8
12
[12] M. Farrokhnia, S. K. Banihashem, O. Noroozi, and A. Wals, “A SWOT analysis of ChatGPT: Implications for educational practice and research,” Innovations in Education and Teaching International, vol. 61, no. 3, pp. 460–474, 2024. https://doi.org/10.1080/14703297.2023.2195846
13
[13] G. van den Berg and E. du Plessis, “ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education,” Education Sciences, vol. 13, no. 10, Art. no. 998, 2023. https://doi.org/10.3390/educsci13100998
14
[14] S. Grassini, “Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings,” Education Sciences, vol. 13, no. 7, Art. no. 692, 2023. https://doi.org/10.3390/educsci13070692
15
[15] P. Zhang and G. Tur, “A systematic review of ChatGPT use in K–12 education,” European Journal of Education, vol. 59, no. 2, Art. no. e12599, 2024. https://doi.org/10.1111/ejed.12599
16
[16] D. R. E. Cotton, P. A. Cotton, and J. R. Shipway, “Chatting and cheating: Ensuring academic integrity in the era of ChatGPT,” Innovations in Education and Teaching International, vol. 61, no. 2, pp. 228–239, 2024. https://doi.org/10.1080/14703297.2023.2190148
17
[17] W. Holmes et al., “Ethics of AI in education: Towards a community-wide framework,” International Journal of Artificial Intelligence in Education, vol. 32, no. 3, pp. 504–526, 2022. https://doi.org/10.1007/s40593-021-00239-1
18
[18] C. K. Lo, “What is the impact of ChatGPT on education? A rapid review of the literature,” Education Sciences, vol. 13, no. 4, Art. no. 410, 2023. https://doi.org/10.3390/educsci13040410
19
[19] A. Tlili et al., “What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education,” Smart Learning Environments, vol. 10, Art. no. 15, 2023. https://doi.org/10.1186/s40561-023-00237-x
20
[20] L. Yan et al., “Practical and ethical challenges of large language models in education: A systematic scoping review,” British Journal of Educational Technology, vol. 55, no. 1, pp. 90–112, 2024. https://doi.org/10.1111/bjet.13370
21
[21] S. Hernawati, M. Hafizh, and M. N. A. Rahardja, “Adjusting the ideal Islamic Religious Education curriculum to the development of AI-based technology,” Progresiva: Jurnal Pemikiran dan Pendidikan Islam, vol. 13, no. 1, pp. 129–144, 2024. https://doi.org/10.22219/progresiva.v13i01.32931
22
[22] M. R. Hoeruman, R. T. Kuswanto, R. Subha, A. F. Dewi, and Khoirunnisa, “Transformasi Pendidikan Agama Islam menuju era digital dan artificial intelligence,” Muaddib: Islamic Education Journal, vol. 7, no. 2, pp. 72–83, 2025. https://doi.org/10.19109/muaddib.v7i2.28200
23
[23] A. C. Najib and Darnoto, “Tantangan guru Pendidikan Agama Islam di era modern dalam penggunaan artificial intelligence (AI),” TA’LIMUNA: Jurnal Pendidikan Islam, vol. 13, no. 2, pp. 146–151, 2024. https://doi.org/10.32478/w4t8ae76
24
[24] C. S. Rochmat, R. Riza, and S. A. Murni, “Artificial intelligence in education: Opportunities and challenges in improving learning efficiency in the Society 5.0 era,” Progresiva: Jurnal Pemikiran dan Pendidikan Islam, vol. 13, no. 1, pp. 91–100, 2024. https://doi.org/10.22219/progresiva.v13i01.30007
25
[25] M. R. Fauzi, S. F. Zahro, A. Bashith, and M. J. M. Hakim, “Peluang dan tantangan integrasi artificial intelligence dalam evaluasi pembelajaran Pendidikan Agama Islam,” EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, vol. 10, no. 2, pp. 217–227, 2025. https://doi.org/10.21462/educasia.v10i2.345
26
[26] S. Karmilah, S. Patimah, M. Bachtiar, M. A. Tihami, and R. A. Lughowi, “Pemanfaatan artificial intelligence (AI) dalam meningkatkan efektivitas pembelajaran PAI,” Jurnal Mu’allim, vol. 7, no. 2, pp. 330–342, 2025. https://doi.org/10.35891/muallim.v7i2.6096
27
[27] H. Snyder, “Literature review as a research methodology: An overview and guidelines,” Journal of Business Research, vol. 104, pp. 333–339, 2019. https://doi.org/10.1016/j.jbusres.2019.07.039
28
[28] C. E. Toronto and R. Remington, A Step-by-Step Guide to Conducting an Integrative Review. Cham, Switzerland: Springer, 2020. https://doi.org/10.1007/978-3-030-37504-1
29
[29] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021. https://doi.org/10.1136/bmj.n71
30
[30] Y. Xiao and M. Watson, “Guidance on conducting a systematic literature review,” Journal of Planning Education and Research, vol. 39, no. 1, pp. 93–112, 2019. https://doi.org/10.1177/0739456X17723971
31
[31] V. Braun and V. Clarke, “One size fits all? What counts as quality practice in reflexive thematic analysis?” Qualitative Research in Psychology, vol. 18, no. 3, pp. 328–352, 2021. https://doi.org/10.1080/14780887.2020.1769238
32
[32] K. Krippendorff, Content Analysis: An Introduction to Its Methodology, 4th ed. Thousand Oaks, CA, USA: SAGE Publications, 2019. https://doi.org/10.4135/9781071878781
33
[33] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Methods Sourcebook, 4th ed. Thousand Oaks, CA, USA: SAGE Publications, 2020.
34
[34] E. Kasneci et al., “ChatGPT for good? On opportunities and challenges of large language models for education,” Learning and Individual Differences, vol. 103, Art. no. 102274, 2023. https://doi.org/10.1016/j.lindif.2023.102274
35
[35] UNESCO, Guidance for Generative AI in Education and Research. Paris, France: UNESCO, 2023.

Author Biography

Khairatinnisa’ Humaira

Institut Agama Islam Tafaqquh Fiddin Dumai Indonesia

Perkembangan Artificial Intelligence (AI) telah membawa perubahan signifikan dalam dunia pendidikan, termasuk pada pembelajaran Pendidikan Agama Islam (PAI) di tingkat Sekolah Menengah Atas (SMA). Pemanfaatan AI menawarkan peluang untuk meningkatkan efektivitas, interaktivitas, dan personalisasi pembelajaran, namun juga menghadirkan berbagai tantangan yang perlu dikaji secara komprehensif. Penelitian ini bertujuan untuk menganalisis perkembangan AI dalam dunia pendidikan, bentuk pemanfaatannya sebagai media pembelajaran PAI di SMA, tantangan implementasi, serta strategi optimal agar penggunaannya efektif, kritis, bertanggung jawab, dan sesuai dengan nilai-nilai pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode studi literatur (literature review) melalui analisis berbagai artikel ilmiah, buku, prosiding, serta dokumen kebijakan nasional dan internasional yang diterbitkan pada periode 2020–2026. Analisis data dilakukan menggunakan teknik content analysis dengan tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Hasil kajian menunjukkan bahwa AI dapat dimanfaatkan sebagai sumber belajar digital, media pembelajaran interaktif, asisten guru dalam perencanaan dan evaluasi pembelajaran, serta pendukung personalized learning. Meskipun demikian, implementasi AI masih menghadapi tantangan berupa keterbatasan kompetensi digital guru, validitas informasi keagamaan, risiko ketergantungan peserta didik, persoalan etika akademik, serta upaya menjaga esensi pendidikan Islam. Oleh karena itu, diperlukan peningkatan literasi AI, penguatan kompetensi digital, penerapan etika penggunaan teknologi, serta penyusunan kebijakan sekolah agar AI berfungsi sebagai media pendukung yang mampu meningkatkan kualitas pembelajaran PAI tanpa menggeser peran guru sebagai pendidik dan pembimbing karakter.

License

Copyright (c) 2025 Eka Sukmawati, Deni Suryanto, Khairatinnisa’ Humaira, Anisa Yasmin, Syarifah Khoirunnisa, Uswatun Nisa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Discover More

Explore research connected through this article's indexed topics.

Download Article

Downloads

Article Information

Published

2025-12-13

Issue

Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan

Article Tools

View Issue