<![CDATA[ABSTRAK Perencanaan pembelajaran merupakan fondasi aktivitas pedagogis yang kini berhadapan dengan imperatif transformasi digital, khususnya melalui teknologi kecerdasan buatan (Artificial Intelligence/AI). Dalam konteks Pendidikan Agama Islam (PAI) di SMA/MA, integrasi AI dalam perencanaan pembelajaran belum mendapat kajian sistematis yang memadai. Artikel ini bertujuan mengonstruksi model konseptual pemanfaatan AI dalam perencanaan pembelajaran PAI melalui sintesis literatur sistematis. Dengan menggunakan metode Systematic Library Research berbasis protokol PRISMA, sebanyak 27 sumber ilmiah dipilih dari basis data Google Scholar, GARUDA, Scopus, dan Web of Science (2016-2025). Analisis dilakukan melalui teknik thematic synthesis tiga tahap. Kajian mengidentifikasi tiga dimensi utama pemanfaatan AI: (1) otomatisasi dan personalisasi penyusunan perangkat ajar; (2) learning analytics berbasis machine learning untuk desain kurikulum adaptif; dan (3) sistem umpan balik formatif dinamis. Artikel ini menawarkan model konseptual orisinal AI-Integrated Instructional Planning Model (AI-IPM) dengan lima komponen siklik yang dibangun di atas prinsip human-in-the-loop, contextual sensitivity, dan values alignment. Kebaruan model ini terletak pada integrasi eksplisit dimensi nilai keislaman ke dalam kerangka perencanaan pembelajaran berbasis AI, sebuah perspektif yang belum tersedia dalam literatur AI in Education (AIED) yang ada. ABSTRACT Instructional planning constitutes the epistemic foundation of pedagogical activity, now confronting the imperative of digital transformation through Artificial Intelligence (AI). In Islamic Religious Education (PAI) at SMA/MA level, AI integration in instructional planning lacks adequate systematic study. This article constructs a conceptual model for AI utilization in PAI instructional planning through systematic literature synthesis. Using a Systematic Library Research method based on the PRISMA protocol, 27 scholarly sources from Google Scholar, GARUDA, Scopus, and Web of Science (2016-2025) were analyzed via three-stage thematic synthesis. Three main dimensions were identified: (1) AI-based automation and personalization of instructional materials; (2) machine learning-based learning analytics for adaptive curriculum design; and (3) dynamic AI-based formative feedback. The article proposes the AI-Integrated Instructional Planning Model (AI-IPM), an original conceptual model with five cyclical components grounded in human-in-the-loop, contextual sensitivity, and values alignment principles. Its novelty lies in explicitly integrating Islamic values into an AI-based instructional planning framework, a perspective absent from existing AIED literature.]]>
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