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p-Index From 2021 - 2026
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All Journal Smart Society: Community Service and Empowerment Journal
Aghisna Aunika Rabbi
Universitas Islam Indonesia, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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/rxnfg671

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 Eka Apriani Eka Sartika Ihsan Nul Hakim Khafifatul Fian Saefudin Saefudin Suparjo Suparjo Zaimuariffudin Shukri Nordin