Utilization of Generative AI in Islamic Religious Education in the Digital Era: A Qualitative Study at SMAIT Asy-Syukriyyah
Keywords:
Generative AI; Islamic Religious Education; Digital Learning; Critical Thinking; Academic IntegrityAbstract
The development of generative artificial intelligence (GenAI) in education presents both opportunities and challenges for Islamic Religious Education (IRE), particularly in its use as a supplementary learning resource, support for critical thinking, verification of religious information, and promotion of academic integrity. This study aims to describe how GenAI is used in IRE at SMAIT Asy-Syukriyyah, analyze its benefits and limitations, examine its contribution to critical thinking and learner autonomy, and identify approaches to verifying religious information, the role of teachers, and the ethical dimensions of its use. The study employed a qualitative approach using a case study design. Data were collected through interviews, classroom observations, and documentation, and analyzed thematically through coding, categorization, theme development, and interpretation. The findings indicate that GenAI is used to explore learning materials, obtain alternative information, formulate questions, and support learning activities. Its use also involves comparing information, analyzing and explaining AI-generated content, and verifying sources, particularly when dealing with religious materials. Teachers act as facilitators, guides, and validators, while students serve as both users and evaluators of AI-generated information. These findings suggest that the use of GenAI in IRE should be guided by pedagogical support, rigorous information verification, AI literacy, and the promotion of academic honesty and responsibility.
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