<![CDATA[This study explores the dilemma surrounding the use of Artificial Intelligence and its implications for the critical-thinking ability of Islamic Religious Education (PAI) students at STIT Al-Mubarok. Using a qualitative case study design, data were collected through interviews, observations, and documentation, and analyzed inductively. The results showed three typologies of students' use of AI: as a strategic research instrument, an administrative efficiency tool, and passive-instant use. This pattern of passive use triggers challenges in the form of instant pragmatism, homogeneity of ideas (algorithm bias), and a shift in learning culture from process-oriented to result-oriented, which risks paralyzing students' critical reasoning. The main supporting factor is the ease of access to technology, while the inhibiting factors are the lack of institutional regulation and AI literacy. As a solution, the institution adopts a moderate pedagogical approach through scaffolding (Zone of Proximal Development) and project-based methods, which have proven effective in improving critical digital literacy and maintaining the originality and depth of student analysis, positioning AI as a collaborative partner for research.]]>
Copyrights © 2026
