Transformasi Pembelajaran Pendidikan Agama Islam Di Era Artificial Intelligence: Peluang, Risiko, Dan Kerangka Integrasi Pedagogis-Etis

Yusron Nur Hadi; Nurul Laely Mahmudah; Muhammad Ihsan; Rizka Febri Melindasari; Fauzul Muna

doi:10.59698/nasir.v4i1.633

Authors

Yusron Nur Hadi Walisongo State Islamic University Semarang, Indonesia https://orcid.org/0009-0000-8080-7485
Nurul Laely Mahmudah Walisongo State Islamic University Semarang, Indonesia https://orcid.org/0009-0006-8607-0422
Muhammad Ihsan Walisongo State Islamic University Semarang, Indonesia
Rizka Febri Melindasari Walisongo State Islamic University Semarang, Indonesia
Fauzul Muna Walisongo State Islamic University Semarang, Indonesia

DOI:

https://doi.org/10.59698/nasir.v4i1.633

Keywords:

artificial intelligence, pendidikan agama islam, generative ai, literasi ai, etika pembelajaran

Abstract

Perkembangan kecerdasan buatan (Artificial Intelligence/AI), terutama generative AI dan large language models, mengubah cara peserta didik mengakses informasi, berlatih, memperoleh umpan balik, dan menghasilkan konten pembelajaran. Dalam Pendidikan Agama Islam (PAI), perubahan ini membawa peluang sekaligus risiko yang lebih kompleks karena tujuan pembelajaran tidak hanya bersifat kognitif, tetapi juga mencakup pembentukan iman, akhlak, adab, dan tanggung jawab. Penelitian ini bertujuan menganalisis transformasi pembelajaran PAI di era AI, memetakan peluang dan risiko implementasi, serta merumuskan kerangka integrasi pedagogis-etis yang menempatkan AI sebagai mitra belajar terarah, bukan pengganti otoritas guru dan sumber keislaman. Penelitian menggunakan studi literatur integratif dengan menelaah artikel ilmiah nasional dan internasional yang relevan dengan AI in education, generative AI, literasi AI, pembelajaran PAI, asesmen, integritas akademik, dan validitas informasi. Literatur dianalisis melalui pengelompokan tematik dan sintesis konseptual. Hasil menunjukkan empat arah transformasi utama: pergeseran dari teacher-centered menuju AI-assisted learning, personalisasi dan diferensiasi pembelajaran, penguatan fungsi guru sebagai perancang pembelajaran sekaligus validator epistemik dan mentor spiritual, serta perubahan asesmen dari sekadar produk menuju proses bernalar. Peluang AI mencakup pengembangan bahan ajar, tutor dialogis, umpan balik cepat, dukungan argumentasi, dan perluasan akses. Risiko utamanya meliputi halusinasi informasi, referensi palsu, ketergantungan kognitif, pelanggaran integritas akademik, bias, privasi, dan reduksi relasi pedagogis. Artikel ini menawarkan kerangka empat tahap: orientasi tujuan dan nilai, eksplorasi berbantuan AI, verifikasi epistemik, serta refleksi dan internalisasi nilai. Kerangka tersebut menegaskan perlunya literasi AI, human-in-the-loop, dan etika penggunaan sebagai prasyarat integrasi AI yang bertanggung jawab dalam PAI.

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