Membangun Kembali Pendidikan Agama Islam Berbasis Kecerdasan Buatan untuk Memperkuat Pemikiran Tingkat Tinggi dan Karakter Islami di Madrasah Tsanawiyah

Abstract

The development of Artificial Intelligence (AI), particularly generative AI, has significantly transformed the ways students acquire, process, evaluate, and produce information. In Islamic Religious Education (IRE), AI provides opportunities to develop more dialogic, adaptive, and contextual learning experiences. However, its use also raises concerns regarding technological dependence, inaccurate information, plagiarism, reduced independent thinking, and ethical issues. This study aims to reconstruct an AI-based Islamic Religious Education learning model integrating Higher Order Thinking Skills (HOTS) and Islamic character development at the Madrasah Tsanawiyah level. The study employs a qualitative approach using library research. Data were obtained from scholarly journal articles, academic books, educational policy documents, and international institutional publications related to AI, education, HOTS, Islamic education, and technology ethics. Data were analyzed through identification, selection, categorization, comparison, synthesis, and conceptual reconstruction. The study proposes the AI-PAI-HC model (Artificial Intelligence–PAI–HOTS and Character), consisting of seven stages: Islamic Problem Orientation, AI Exploration, Critical Verification, Islamic Reasoning, Reflective Judgment, Creative Action, and Character Assessment. The model positions AI as an exploratory and dialogic learning partner rather than a final source of truth, while teachers remain pedagogical, epistemic, and ethical guides. The conceptual novelty lies in integrating AI literacy, HOTS, Islamic reasoning, and Islamic character and introducing digital tabayyun as a mechanism for verifying AI-generated information. Since the proposed model is conceptual, its effectiveness cannot yet be claimed empirically and requires expert validation and field testing in future research.