Islamic Education Teachers' Competencies In Managing Artificial Intelligence-Based Learning
Abstract
This research is motivated by the increasing utilization of Artificial Intelligence (AI) in learning, which demands the readiness of Islamic Education (PAI) teachers' competencies so that technology integration takes place effectively, responsibly, and in alignment with Islamic values. This study aims to analyze PAI teachers' competencies in managing AI-based learning at the Madrasah Aliyah level. The research employs a qualitative approach with a descriptive-exploratory design. The research subjects are PAI teachers at three Madrasah Aliyah in Medan City, selected purposively. Data were collected through non-participatory observation, semi-structured in-depth interviews, and documentation study. Data analysis was conducted using thematic analysis through transcription, coding, theme grouping, and reflective conclusion drawing processes. The research findings indicate that PAI teachers' competencies in AI-based learning are at basic to intermediate levels and are reflected in three main dimensions: pedagogical-instructional competencies, technical and digital literacy competencies, and ethical and Islamic values competencies. Teachers utilize AI as a learning support tool, but its integration is not yet fully systematic and reflective. This research affirms the importance of continuous strengthening of PAI teachers' competencies so that AI utilization supports meaningful and value-based learning.
References
Bekiaridis, G. (2024). AI competency framework for educators: A comprehensive guide. AI Pioneers Initiative.
Biesta, G. J. J. (2015). Good education in an age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm Publishers.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. In V. Braun & V. Clarke (Eds.), Thematic analysis: A practical guide (pp. 331-346). London: SAGE Publications.
Campbell, E. (2003). The ethical teacher. Maidenhead: Open University Press.
Cedefop & UNESCO. (2023-2024). AI competency framework: Acquire-Deepen-Create model. Luxembourg: European Centre for the Development of Vocational Training & Paris: UNESCO.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Filo, E., Honkimäki, S., Heinilä, L., & Maunumäki, M. (2024). Professional development for AI literacy in education: A systematic review. Educational Technology Research and Development, 72(1), 1-22. https://doi.org/10.1007/s11423-024-xxxxx
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
Hava, K. (2025). AI and Islamic education: Challenges and opportunities for value-sensitive pedagogy. Journal of Islamic Educational Studies, 40(1), 112-118.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. London: Pearson Education.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
MGMP PAI Kota Medan. (2023). Laporan evaluasi pembelajaran PAI berbasis teknologi di Kota Medan tahun 2023. Medan: MGMP PAI Kota Medan.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Nasikin, M. (2024). Pengembangan kompetensi guru Pendidikan Agama Islam di era digital: Tantangan dan peluang. Jurnal Pendidikan Islam, 15(2), 88-90.
Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). Berkeley, CA: University of California Press.
OECD. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. Paris: OECD Publishing. https://doi.org/10.1787/589b283f-en
Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE Publications.
Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloomsbury Academic.
PTKIN Sumatera Utara. (2022). Laporan penelitian: Integrasi teknologi dalam pembelajaran Pendidikan Agama Islam di Sumatera Utara. Medan: PTKIN Sumatera Utara.
Puncreobutr, V. (2016). Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2), 92-97.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (JRC Science for Policy Report). Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770
Russell, S. J., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Hoboken, NJ: Pearson Education.
Selwyn, N. (2016). Is technology good for education? Cambridge: Polity Press.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Cambridge: Polity Press.
Selwyn, N. (2022). The digital classroom: Rethinking pedagogy in the age of technology. London: Routledge.
Tan, S. C. (2024). Teachers' AI competencies: A systematic review of international studies. Computers & Education, 195, 18-21. https://doi.org/10.1016/j.compedu.2024.xxxxx
UNESCO. (2021). AI and education: Guidance for policy-makers. Paris: UNESCO Publishing.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Wertsch, J. V. (2018). Mind as action. New York, NY: Oxford University Press.
Zalisman, Z. (2022). Kesiapan guru Pendidikan Agama Islam dalam menghadapi pembelajaran berbasis kecerdasan buatan. Jurnal Teknologi Pendidikan Islam, 13(1), 52-55.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Copyright (c) 2026 IJGIE (International Journal of Graduate of Islamic Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
