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All Journal Indonesian Journal of Islamic Educational Management Smart Society: Community Service and Empowerment Journal
Suparjo Suparjo
Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peran Kepala Sekolah dalam Mendukung Pemanfaatan Kecerdasan Buatan (AI) oleh Guru untuk Pengembangan Pembelajaran di Sekolah Menengah Pertama Kholidin Kholidin; Karmiati Karmiati; Khaedar Abdussofi; Khaerul Umam Muttaqin; M. Nur Iskandar; Suparjo Suparjo
Indonesian Journal of Islamic Educational Management Vol. 8 No. 2 (2025): IJIEM
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau

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Abstract

This study aims to identify the role of school principals in supporting teachers’ use of Artificial Intelligence (AI) for developing Deep Learning Lesson Plans in junior high schools, analyze how such support influences teachers’ competencies, and develop a relevant training program model to enhance teachers’ utilization of technology. This research employed aqualitative approach with a case study design, involving school principals and teachers from schools that have integrated educational technology. Data were collected through in-depth interviews, classroom observations, and document analysis including s and school policies. Research instruments consisted of semi-structured interview guides and observation notes, while data validity was strengthened using triangulation techniques. Thematic analysis was applied to identify key patterns related to the principal’s support in AI implementation. The findings show that school principals play a strategic role in six key areas: technology facilitation, professional guidance, linkage to learning resources, implementation supervision, teacher innovation encouragement, and school policy management. Principal support significantly enhances teachers’ motivation and competence in using AI to develop more creative, data-driven, and student-responsive s. Furthermore, systematic training and mentoring provided by principals strengthen teachers’ confidence in integrating technology into their instructional practices. The leadership role of school principals that specifically integrates strategic, pedagogical, and policy support in the utilization of artificial intelligence (AI) for the development of Deep Learning Lesson Plans at the junior high school level. Overall, this study highlights the importance of visionary school leadership in optimizing the use of AI to improve learning quality.
From Awareness to Practice: ChatGPT Integration and Teacher Digital Empowerment in Islamic Religious Education Suparjo Suparjo; Khafifatul Fian; Saefudin Saefudin; Ihsan Nul Hakim; Eka Apriani; Eka Sartika; Aghisna Aunika Rabbi; Zaimuariffudin Shukri Nordin
Smart Society Vol. 6 No. 3 (2026): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsoc.v6i3.1231

Abstract

Artificial intelligence (AI) has significantly transformed educational practices in the digital era. However, the integration of AI-based technologies in Islamic Religious Education (IRE) remains limited due to inadequate digital literacy, limited pedagogical adaptation, and varying levels of teacher readiness in utilizing digital tools effectively. This study examines the role of ChatGPT in enhancing IRE learning and supporting teacher digital empowerment. This research employed a qualitative case study approach involving 26 Islamic education teachers from various educational levels. Data were collected through open-ended questionnaires and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings reveal that although 53.8% of teachers are familiar with ChatGPT, only 30.8% actively use it in the learning process, indicating a considerable gap between awareness and practical implementation. Teachers who utilized ChatGPT reported that it assisted lesson planning, supported the development of learning materials, and improved instructional efficiency. Furthermore, ChatGPT contributed to increasing student engagement, encouraging critical thinking, and expanding access to learning resources. Nevertheless, several challenges remain, including limited digital literacy, potential dependency on AI tools, and concerns regarding content accuracy. This study concludes that ChatGPT has substantial potential to improve the quality of IRE learning and strengthen teachers’ digital competencies. The study also contributes theoretically to the discourse on AI integration in Islamic education and practically provides insights for developing more adaptive and technology-oriented learning practices among IRE teachers.
Co-Authors Aghisna Aunika Rabbi Eka Apriani Eka Sartika Ihsan Nul Hakim Karmiati Karmiati Khaedar Abdussofi Khaerul Umam Muttaqin Khafifatul Fian Kholidin Kholidin M. Nur Iskandar Saefudin Saefudin Zaimuariffudin Shukri Nordin