<![CDATA[This study examines the humanization of artificial intelligence (AI) in Islamic Religious Education (PAI) instruction at an Islamic higher education institution, framing this humanization across four dimensions: cognitive, affective, spiritual, and social. Employing a qualitative field research approach, the study focuses on the PAI study program at an institution that while lacking a formal policy on AI-based instruction has already seen informal AI usage. Informants comprised five PAI lecturers and five female students, selected purposively based on their experience using AI for at least one semester. Data were collected through in-depth interviews, classroom observations, and document analysis, and subsequently analyzed thematically by adapting the Miles, Huberman, and Saldaña model. The findings reveal three strategies for AI humanization: positioning AI as a supportive tool under the educator's guidance; integrating AI-based assignments with reflection and critical dialogue; and maintaining educator mentorship regarding students' moral and spiritual development. Based on these field findings, the study offers the perspective that the humanization of AI involves not merely the use of technology, but also the upholding of human responsibility, ethical considerations, and pedagogical relationships]]>
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