TRANSFORMASI KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM DALAM MENGHADAPI ERA ARTIFICIAL INTELLIGENCE DI SDIT ZIA SALSABILA - Masruroh Lubis; Nana Mahrani; Dairina Yusri; Ismi Fauziah; Nikmatur Ridha (Yayasan Pendidikan Islam dan Multikultural, 2026)
AbstrakPerkembangan Artificial Intelligence (AI) telah membawa perubahan signifikan terhadap praktik pembelajaran, termasuk dalam Pendidikan Agama Islam (PAI). Kondisi ini menuntut guru PAI untuk mentransformasikan kompetensinya agar mampu mengintegrasikan teknologi secara efektif tanpa mengabaikan nilai-nilai keislaman. Penelitian ini bertujuan untuk menganalisis transformasi kompetensi guru Pendidikan Agama Islam dalam menghadapi era Artificial Intelligence di SDIT Zia Salsabila. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi yang melibatkan kepala sekolah, guru PAI, guru kelas, peserta didik, dan orang tua. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, member checking, dan peer debriefing. Hasil penelitian menunjukkan bahwa transformasi kompetensi guru PAI mencakup penguatan kompetensi pedagogik, profesional, digital, serta etik dan spiritual. AI dimanfaatkan untuk menyusun perangkat pembelajaran, mengembangkan media pembelajaran, menyusun asesmen, dan meningkatkan kreativitas pembelajaran sehingga proses belajar menjadi lebih efektif dan interaktif. Meskipun demikian, implementasi AI masih menghadapi tantangan berupa kesenjangan literasi digital guru, perlunya verifikasi terhadap validitas informasi keislaman, serta pentingnya penguatan etika digital dalam penggunaan AI. Strategi sekolah dalam mengembangkan kompetensi guru dilakukan melalui pelatihan berkelanjutan, komunitas belajar profesional, kebijakan penggunaan AI yang bertanggung jawab, serta kolaborasi dengan orang tua. Penelitian ini menyimpulkan bahwa AI berperan sebagai teknologi pendukung yang mampu meningkatkan kualitas pembelajaran PAI apabila diintegrasikan dengan kompetensi profesional guru, nilai-nilai keislaman, dan pendidikan karakter. Kata Kunci: Artificial Intelligence, kompetensi guru, Pendidikan Agama Islam Abstract The development of Artificial Intelligence (AI) has brought significant changes to educational practices, including the teaching of Islamic Religious Education. This situation requires Islamic Religious Education teachers to transform their competencies so that they can integrate technology effectively without neglecting Islamic values. This study aims to analyze the transformation of Islamic Religious Education teachers’ competencies in responding to the era of Artificial Intelligence at SDIT Zia Salsabila. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the school principal, Islamic Religious Education teachers, classroom teachers, students, and parents. Data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source triangulation, methodological triangulation, member checking, and peer debriefing. The findings indicate that the transformation of teachers’ competencies encompasses the strengthening of pedagogical, professional, digital, ethical, and spiritual competencies. AI was utilized to design instructional materials, develop learning media, construct assessments, and enhance instructional creativity, thereby making the learning process more effective and interactive. Nevertheless, the implementation of AI continues to face several challenges, including disparities in teachers’ digital literacy, the need to verify the validity of Islamic information, and the importance of strengthening digital ethics in the use of AI. The school’s strategies for developing teachers’ competencies include continuous professional training, professional learning communities, responsible AI-use policies, and collaboration with parents. This study concludes that AI serves as a supportive technology capable of improving the quality of Islamic Religious Education when it is integrated with teachers’ professional competencies, Islamic values, and character education. Keywords: Artificial Intelligence; teacher competence; Islamic Religious Education