<![CDATA[Advances in artificial intelligence are opening up new opportunities for the development of Fiqh learning assessments in Madrasah Tsanawiyah (MTs), particularly through automated assessment, analysis of learning outcomes, and the provision of rapid feedback. This article aims to analyse the validity of artificial intelligence-based Fiqh assessments, examine the role of automated feedback in supporting the learning process, and identify the ethical and pedagogical implications of its use. This study employs a systematic literature review method, examining various scientific articles, academic books, policy documents, and relevant research reports. The data were analysed using a descriptive-qualitative approach through the stages of identification, selection, thematic grouping, and synthesis of findings. The results of the study indicate that artificial intelligence has the potential to improve the efficiency of assessment, accelerate the provision of feedback, assist in mapping learning difficulties, and support more adaptive learning. However, the validity of assessments remains influenced by the alignment of assessment tools with the curriculum, the quality of data sources, the system’s ability to understand contextual responses, and teachers’ involvement in the validation process. The use of AI also raises ethical concerns, such as the protection of pupils’ data, algorithmic bias, the accuracy of religious information, academic integrity, access disparities, and the potential for technological dependency. Therefore, AI should be positioned as a support tool whilst maintaining the teacher’s role as supervisor, validator, and maker of pedagogical decisions in Fiqh assessment.]]>
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