<![CDATA[The integration of artificial intelligence (AI) into Islamic primary education presents a distinctive pedagogical challenge: how to harness the efficiency and personalisation affordances of AI while preserving the faith-centred, morally oriented foundations of tarbiyah Islamiyah. This qualitative case study investigates how teachers at SD Negeri 019 Bengalon, East Kalimantan, Indonesia, navigate this challenge in everyday classroom practice. Data were collected through in-depth semi-structured interviews with four purposively selected teachers and corroborated through school documentation, and were analysed using thematic analysis. These findings extend existing theoretical accounts of Islamic education in the digital era by providing practice-level evidence of a reason–faith–data triad that functions as an integrated epistemic model rather than a set of competing priorities. The study contributes to international scholarship on AI in education by demonstrating that the ethical challenges of technology adoption are context-specific, and that Islamic educational contexts require policy frameworks explicitly grounded in their values orientation. Recommendations address teacher professional development, institutional policy design, and infrastructure investment.]]>
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