Teachers' readiness for integrating artificial intelligence to support deep learning in islamic religious education
Abstract
The development of Artificial Intelligence (AI) in education has created new opportunities to support more adaptive and meaningful learning. However, the utilization of AI in Islamic Religious Education (PAI) learning still faces various challenges, particularly regarding teachers’ readiness to integrate this technology into Deep Learning-oriented instruction. This study aims to analyze the readiness of Islamic Religious Education teachers to integrate AI into Deep Learning and to identify the opportunities and challenges encountered in its implementation. The study employed a qualitative approach with a descriptive design. The research participants consisted of eight Islamic Religious Education teachers at the junior secondary (SMP/MTs) and senior secondary (SMA/MA) levels, selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, and document analysis, and were analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education teachers demonstrate readiness at the developing readiness stage in integrating AI into Deep Learning. Teachers have utilized AI to design instructional plans, develop teaching materials, and provide more contextual case studies. AI also has the potential to support more reflective and student-centered learning. Nevertheless, the study identified several challenges, including limited training opportunities, concerns regarding the validity of religious information generated by AI, the potential dependence of students on technology, and the absence of clear guidelines for AI use in Islamic Religious Education learning. The study concludes that the successful integration of AI in Islamic Religious Education is determined not only by technological proficiency but also by teachers’ pedagogical, professional, and ethical readiness to utilize AI in supporting meaningful learning.
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