Artificial Intelligence in Self-Regulated Learning of Islamic Religious Education: Opportunities and Challenges for Teachers

Suyitno; Nur Aini

Authors

Suyitno Institut Agama Islam Insan Prima Misbahul Ulum, Gumawang, Indonesia Author
Nur Aini Universitas Ma'arif Lampung, Indonesia Author

Keywords:

Artificial Intelligence, self-regulated learning, Islamic Religious Education, opportunities and challenges, PAI teachers

Abstract

The development of Artificial Intelligence (AI) has opened up both new opportunities and challenges in Islamic Religious Education (PAI), particularly as a medium for self-regulated learning. This study aims to: (1) describe the concept of utilizing AI as a medium for self-regulated learning in PAI; (2) identify strategic opportunities for PAI teachers; and (3) analyze the challenges faced by PAI teachers along with alternative solutions. This research employs a library research method with a qualitative-descriptive approach. Data sources consist of nationally and internationally accredited journal articles published between 2020 and 2025 that discuss AI in PAI learning. Data collection techniques utilized documentation through searches of academic databases such as Google Scholar, DOAJ, Garuda, and the Sinta portal. Data analysis was conducted using content analysis with a thematic approach based on the model by Miles, Huberman, and Saldaña. The findings reveal three main results. First, the concept of utilizing AI as a medium for self-regulated learning in PAI encompasses three dimensions: accessibility (24/7 learning anytime, anywhere), personalization (materials tailored to individual student needs), and interactivity (direct and adaptive feedback). Second, strategic opportunities for PAI teachers include increased time efficiency, enrichment of learning resources, personalization of learning, increased student motivation, and professional competency development. Third, the main challenges faced by PAI teachers include limited teacher digital literacy, concerns over student misuse of AI, limited infrastructure and the digital divide, as well as ethical and moral issues such as the risk of inaccurate information, AI bias, and reduced direct teacher-student interaction. This study concludes that AI should be positioned as a "teacher's partner" that assists with cognitive and repetitive tasks, not as a replacement for teachers. Consequently, a transformation of the PAI teacher's role into that of an adaptive facilitator, material validator, and moral guide in the digital era is necessary.

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