<![CDATA[Artificial Intelligence (AI) is increasingly reshaping pedagogical practices in higher education, yet its potential for conceptual restructuring in Islamic teacher education remains underexplored. This study develops and evaluates a model called Modeling the Way, based on AI-assisted TPACK learning, aimed at reducing conceptual misunderstandings and enhancing multi-representational skills among Islamic Religious Education students at UIN Maulana Malik Ibrahim Malang. Using a sequential exploratory mixed-methods design, qualitative findings from interviews and observations informed the development of AI-supported learning activities. A subsequent implementation demonstrated that AI-enabled modelling, guided practice, independent application, and reflective feedback facilitated cognitive conflict and strengthened representational fluency. Students shifted from relying on verbal recall to a flexible transformation of concepts across visual, symbolic, and contextual forms, while previously persistent misconceptions were reorganized into coherent conceptual structures. The findings suggest that when integrated intentionally, AI functions as a cognitive partner that amplifies pedagogical reasoning and conceptual development within the TPACK framework. This study offers theoretical insights and practical guidance for advancing technology-mediated learning innovations in Islamic teacher education. Broader application and longitudinal evaluation are recommended to examine long-term conceptual stability and ethical implications of AI in religious learning environments.]]>
