Generative Artificial Intelligence in Islamic Religious Education: Rethinking Pedagogy, Teacher Mediation, and Religious Knowledge

Abstrak

The development of generative artificial intelligence (GenAI) has transformed the way knowledge is accessed, produced, and utilized in education. In the context of Islamic Religious Education (IRE), GenAI offers opportunities to support various learning activities; however, it also raises pedagogical concerns related to information accuracy, dependence on technology, student engagement, the role of teachers, and the validation of religious knowledge. This study aims to examine the forms of GenAI utilization in IRE learning, analyze the opportunities and pedagogical challenges arising from its use, and formulate conceptual principles for integrating GenAI into IRE pedagogy. The study adopts a qualitative approach using a literature review method. The research data consist of scholarly literature on GenAI in education, Islamic Religious Education, pedagogy, assessment, teacher roles, and religious knowledge. The data were analyzed using thematic analysis to identify patterns and themes within the reviewed literature. The findings reveal five major themes: forms of GenAI utilization in IRE learning, pedagogical opportunities, pedagogical challenges and risks, the role of teachers and human mediation, and the verification and construction of religious knowledge. The literature synthesis indicates that GenAI can be used as a learning support tool; however, its implementation requires appropriate pedagogical design, active student participation, teacher mediation, and verification of the information it generates. This study proposes five conceptual principles for integrating GenAI into IRE pedagogy: teacher mediation, information verification, active student engagement, alignment of AI use with pedagogical objectives, and the preservation of the human dimension of learning.