<![CDATA[The integration of Artificial Intelligence (AI) into Qur’anic learning at Islamic elementary schools represents an emerging phenomenon that challenges educators to balance technological efficiency with the preservation of spiritual values. This study aims to uncover the essence of the experiences of two teachers at SD Al-Mujtahid, Sorong City, in interpreting, implementing, and reflecting on the use of AI in their teaching practice. Employing a qualitative transcendental phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis, and subsequently analyzed using Moustakas's systematic procedures. The findings reveal that: (1) AI functions as a spiritual assistive tool that strengthens, rather than diminishes, the role of the teacher; (2) the real-time tajwid correction features offered by applications such as Tarteel and Qaloon provide significant pedagogical benefits, albeit accompanied by infrastructural challenges; and (3) the dialectical tension between technological efficiency and the spiritual (ruhiyah) dimension serves as a catalyst for deeper pedagogical reflection. The study concludes that AI integration is inherently dialectical, with teachers positioning technology not as a replacement, but as a holistic spiritual partner in the Qur’anic learning process.]]>
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