Dampak dan Tantangan Pemanfaatan ChatGPT bagi Pembelajaran Pendidikan Agama Islam
DOI:
https://doi.org/10.61132/hikmah.v2i4.1429Keywords:
Challenges, ChatGPT, Impacts, Islamic Education, StudiesAbstract
The rapid advancement of generative artificial intelligence, particularly ChatGPT, has significantly influenced educational practices, including the teaching and learning of Islamic education. ChatGPT offers considerable opportunities by providing diverse instructional materials, expediting the preparation of teaching documents, and supporting personalized learning based on students’ abilities and learning preferences. Additionally, it functions as a supplementary learning resource capable of facilitating religious discussions, explaining abstract concepts, and fostering critical thinking skills through fast and adaptive feedback. Nevertheless, the use of ChatGPT in Islamic education also presents noteworthy challenges. The risks of misinformation and hallucination may affect students’ understanding, especially in religious matters that require high accuracy and reliable references. Other challenges include academic integrity concerns, excessive reliance on technology, content bias, and the model’s limited ability to interpret Islamic socio-religious contexts in Indonesia. Furthermore, disparities in digital literacy among teachers and students hinder optimal implementation. This article aims to provide a comprehensive analysis of these impacts and challenges by examining recent literature and empirical studies. The findings indicate that ChatGPT can offer substantial benefits for Islamic education learning when integrated critically and responsibly, supported by enhanced teacher competencies, clear institutional AI policies, and strong emphasis on ethics and source verification. Thus, ChatGPT holds the potential to serve as a strategic innovation for improving the quality of Islamic Religious Education in the digital era.
References
Al-Attas, S. M. N. (1991). The concept of education in Islam. Kuala Lumpur: ISTAC.
Al-Ghazali, M. (2011). Ihya' Ulum al-Din. Beirut: Dar al-Kutub al-‘Ilmiyyah.
Ali, N., et al. (2023). Artificial intelligence (AI) dalam pendidikan Islam: Trends, persepsi, dan potensi pelanggaran akademik di kalangan mahasiswa. Indonesian Journal of Islamic Religious Education, 1(1). https://doi.org/10.63243/1sgbam44
Arifin, S. (2021). Pendidikan Islam di era disrupsi. Malang: UMM Press.
Azra, A. (2018). Paradigma baru pendidikan nasional dalam konteks Islam. Jakarta: Logos.
Bagir, H. (2020). Islam, spiritualitas, dan modernitas. Bandung: Mizan.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
Fitriyanti, R. (2024). Transformasi pendidikan Islam di era artificial intelligence (AI): Tantangan dan peluang. AFASA International Conference on Islamic Education, 1. https://jurnal.penerbitafasapustaka.com/index.php/aicie/article/view/160
Gilster, P. (1997). Digital literacy. New York: Wiley.
Hermila, A., Bouty, A. A., & Bau, R. T. R. (2024). Penggunaan ChatGPT sebagai sumber pembelajaran adaptif untuk menanggapi kebutuhan individu siswa. VOCATECH: Vocational Education and Technology Journal, 5(2). https://doi.org/10.38038/vocatech.v5i2.170
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston: Center for Curriculum Redesign.
Kementerian Agama RI. (2023). Kebijakan pendidikan Islam di era digital. Jakarta: Balitbang Kemenag.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oaks: SAGE Publications.
Larkin, J. H. (2021). Artificial intelligence in education: Promise and implications. New York: Springer.
Latif, Y. (2022). Religiulitas dan digitalisasi pendidikan. Yogyakarta: Deepublish.
McLean, G. F. (2019). Reading in philosophy and education. Washington, DC: CRVP.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Munir. (2022). Teknologi pendidikan dalam perspektif Islam. Yogyakarta: UII Press.
Nasr, S. H. (1989). Knowledge and the sacred. Albany: SUNY Press.
Nata, A. (2020). Pendidikan Islam di era revolusi industri 4.0. Jakarta: Rajawali Pers.
Noor, H., et al. (2025). Peluang dan tantangan pendidikan agama Islam di era artificial intelligence. SIBATIK Journal, 4(6), 801–810. https://www.publish.ojs-indonesia.com/index.php/SIBATIK/article/view/2813
Novia, L., et al. (2025). Inovasi pembelajaran di madrasah: Pengenalan deep learning dan penyusunan RPP dengan bantuan AI. Jurnal Dedikasi, 5, 50–57. https://jurnalstkipmelawi.ac.id/index.php/JDPM/article/view/3531
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. https://doi.org/10.1037/11168-000
Rachman, H. A. (2023). Literasi digital guru PAI di era teknologi AI. Jurnal Tarbawi, 11(1). https://doi.org/10.58218/literasi.v1i3.306
Rahman, A. (2023). Evaluasi pembelajaran PAI berbasis teknologi. Jurnal Pendidikan Islam Integratif, 5(1). https://doi.org/10.56114/al-ulum.v5i3.11766
Rodhiyana, M., et al. (2025). Transformasi pembelajaran pendidikan agama Islam di era digital: Teori, praktik, dan tantangan. Banjarnegara: PT Penerbit Qriset Indonesia.
Rogers, C. (1969). Freedom to learn. Columbus: Charles E. Merrill Publishing Company.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: AECT.
Setiyanti, A. A., & Pipa, S. (2025). Implikasi ketergantungan siswa terhadap penggunaan ChatGPT sebagai alat bantu pembelajaran dalam pendidikan di era digital. Jurnal Ilmiah Ilmu Pengetahuan, 8(3). https://doi.org/10.54371/jiip.v8i3.7527
Shihab, M. Q. (2019). Membumikan Al-Qur’an. Bandung: Mizan.
Thalhah, M. (2022). Digitalisasi dan transformasi pendidikan Islam. Jurnal Pendidikan Islam, 9(2).
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Zarkasyi, H. F. (2021). Etika teknologi dalam perspektif Islam. Islamic Thought Journal, 6(1).
Zed, M. (2008). Metode penelitian kepustakaan. Jakarta: Yayasan Obor Indonesia.
Zulfiani, & Suwarna, I. P. (2025). E-book VR untuk edukator sains: Mendesain pembelajaran bermakna dengan pendekatan TPACK & SAMR. Yogyakarta: Deepublish Digital.
