<![CDATA[Monotonous, conventional lecture-based methods frequently dominate Islamic Cultural History (SKI) instruction in madrasahs, thereby hindering active student involvement. To address this issue, the current research evaluates the deployment level of Artificial Intelligence (AI)-driven adaptive learning, assesses student academic achievements, and examines the statistical significance of the relationship between these two variables within the SKI course at MTs Negeri 15 Jombang during the 2025/2026 academic year. Adopting an ex-post facto quantitative research design, this study selected a sample of 35 eighth-grade students utilizing a purposive sampling approach. Primary and secondary data gathered via Likert-scale questionnaires, observational checklists, field interviews, and documentary reviews were statistically processed through simple linear regression analysis using SPSS software. Empirical findings demonstrate that integrating AI-powered platforms such as Gamma and Kahoot to support adaptive learning falls into the excellent category, reaching a percentage of 87.9%, whereas student academic performance is classified as good with an average score of 33.49. Furthermore, hypothesis testing validates a significantly positive impact of AI-based adaptive learning on student outcomes, as indicated by a calculated t-statistic (\(t_{\text{count}} = 8.836\)) that surpasses the critical threshold (\(t_{\text{table}} = 2.015\)) alongside a significance probability (\(p = 0.000\)) well below the 0.05 benchmark. The coefficient of determination further substantiates that this intelligent technological intervention accounts for 64% of the variance in learning outcome improvements, exhibiting an exceptionally robust correlation strength (\(R = 0.800\).The integration of the Gamma and Kahoot platforms proved effective in transforming SKI learning into a more personalized, interactive, and high-quality experience within the madrasah environment]]>
