Based on the results of interviews with four Islamic Religious Education teachers, lesson planning is carried out by strengthening students' cognitive abilities gradually, starting from the basic level to the high level according to Bloom's taxonomy, including the application of problem-solving strategies to encourage active participation. The material is arranged in the form of simulations that represent real life to make it more contextual and easy to understand, with sources from teaching modules, videos, e-books, and articles. The curriculum is designed flexibly using the Merdeka Belajar curriculum, adapted to environmental conditions, and aims to create fun and meaningful learning. Planning also includes the use of adaptive learning systems such as Google DeepMind or IBM Watson to develop modules that suit students' learning speed. In addition, students' needs are analyzed through AI-based assessment, tools equipped with a digital content recommendation system, and the development of a PAI chatbot as an adaptive learning support medium that suits students' characteristics.
From the teaching module, the implementation of deep learning based on artificial intelligence at SMK Negeri 1 Kebumen is implemented through various active learning models, such as problem-based learning, project-based learning, discovery learning, and inquiry-based learning. The learning process is supported by the use of technology, including the Merdeka Belajar platform, belajar.id account, Meta AI, chatbot, ChatGPT, Gemini, Canva, Quran speech recognition application, and Virtual Reality medium. The Islamic Religious Education teacher acts as a facilitator as well as a filter for the material so that it remains in line with Islamic values and the needs of students. School support is shown through the provision of 220 computer units, teacher training, and adequate internet connection so that technology-based learning can be carried out optimally.
The implementation of the artificial intelligence-based deep learning approach in Islamic Religious Education lessons includes:
Teachers choose deep topics such as creed, morals, fiqh, and Islamic history for more serious and contextualized teaching.
Creating technology-based learning by organizing digital content, developing an Islamic religious education chatbot, and using a learning system that can adjust students' learning speed.
Teachers deliver material with the help of artificial intelligence through simulations that link religious concepts with real-life experiences.
Teachers present contextual problems, and then learners are asked to formulate and discuss them collaboratively to train critical thinking skills.
Learners present the results of their thinking as a form of strengthening communication skills.
The teacher assesses students' progress, provides quick feedback, and creates a fun and meaningful learning atmosphere.
In the teaching module, teachers evaluate students through diagnostic, formative, and summative assessments using observation, assignment, and written test techniques. In addition, teachers also evaluate achievement through self-reflection by setting achievement indicatorsverall, deep learning contributes to the improvement of learning quality, broadening students' horizons, and developing critical thinking, reflection, and problem-solving skills to assess whether the learning objectives have been achieved or not.
The assessment results of the implementation of deep learning based on artificial intelligence show the impact on students, including increased enthusiasm, active involvement in learning, and the ability to balance the learning process well. Students are more interested, understanding becomes faster, and learning feels more interesting. In addition, teachers are more free to explore learning methods. Overall, deep learning contributes to the improvement of learning quality, broadening students' horizons, and developing critical thinking, reflection, and problem-solving skills.
Impact of Artificial Intelligence
Out of the nine students involved in artificial intelligence-based deep learning, seven showed increased participation, enthusiasm, and engagement in the learning process. This approach is considered effective in simplifying and accelerating the understanding of the material, especially when the explanation from the teacher has not been fully understood. In addition, some students independently used this approach to find solutions to learning problems outside of formal learning time. However, two students gave negative feedback, citing concerns about the potential for instant gratification.
Lesson plans are prepared by teachers in stages according to Bloom's taxonomy. Bloom's taxonomy as a pedagogical tool is intrinsically dedicated to the planning and evaluation of the educational process, starting from strengthening basic abilities such as remembering and understanding religious concepts to higher-level abilities such as analyzing, evaluating, and creating. Teachers consistently apply problem-solving strategies and contextual approaches to encourage active student participation. This reflects the implementation of the six cognitive domains in Bloom's taxonomy, which aims to improve the quality of the learning process and encourage students to become active and reflective learners
This planning approach is aligned with the objectives of the independent curriculum, which is more relevant and interactive through an emphasis on project-based learning. The independent learning curriculum provides space for students to actively explore factual issues, as well as structure simple yet in-depth learning. Thus, the independent curriculum also strengthens the application of Bloom's taxonomy in the classroom, creating a learning process that is fun, meaningful, and centered on developing student competencies holistically
As a concrete implementation of the plan, the preparation of teaching modules is an important aspect that must be designed systematically. In preparing teaching modules as part of learning planning, it is necessary to pay careful attention to the components of learning resources, strategies, and learning media used. Learning resources are systems or sets of materials that are intentionally prepared to facilitate students' understanding of learning materials. The utilization of Internet technology currently provides wide and easy access for teachers and students in reaching various types of learning resources
In the context of learning to plan with an artificial intelligence-based deep learning approach, the materials are arranged in the form of simulations that represent real-life situations to make them more contextual and easy to understand. These resources include teaching modules, learning videos, e-books, and online articles, which reflect the utilization of digital technology to support interactive, relevant, and meaningful learning processes.
To ensure that materials truly address the needs of learners, planning should also be based on an analysis of student characteristics. In order to maximize the potential of human resources through education, educators must understand the interests, talents, and learning needs of individual students
Although the planning is in accordance with the deep learning approach based on artificial intelligence, it needs to focus on the effectiveness of the application of artificial intelligence technology in adjusting the material to the needs of students, as well as the readiness of teachers to manage project-based learning and digital technology optimally.
The results of the research at SMK Negeri 1 Kebumen show that Islamic Religious Education teachers have successfully integrated the active learning approach systematically through models such as discovery learning, inquiry learning, problembased learning, and project-based learning. These models are proven to be able to increase students' active participation and support a more meaningful understanding of the material
The successful implementation of artificial intelligence-based deep learning is inseparable from the strategic role of teachers in designing relevant and effective learning. The main challenge faced by teachers is how to deliver material while maintaining the essence of Islamic teachings and reaching the diverse learning needs of students
In this context, the utilization of artificial intelligence-based technologies such as ChatGPT and Gemini becomes an important part of the learning strategy. These two devices fall under the category of artificial narrow intelligence, which is a type of artificial intelligence designed to accomplish specific tasks in a limited way
The implementation of artificial intelligence in learning Islamic Religious Education at SMK Negeri 1 Kebumen is also relevant to the ideas of Sperling and his colleagues, who emphasize the importance of artificial intelligence literacy among teachers. Teachers are not only required to understand technology but also to act as content curators who ensure that all materials remain aligned with Islamic values
In addition to text-based tools, the use of virtual reality in learning Islamic history at SMK Negeri 1 Kebumen shows the application of interactive visual technology, which is also included in the artificial intelligence category. This technology combines digital visualization, motion tracking, and real-time interaction controlled by algorithms, thus creating an immersive learning experience
According to this theory, the implementation of technology in learning at SMK Negeri 1 Kebumen can be analyzed as follows:
Classification Technology
| No | Technology | Category | Classification by Rony |
|---|---|---|---|
| 1 | Merdeka Belajar Platform | A digital learning platform providing content access | Excluding ANI |
| 2 | Belajar.Id Account | Account system for learning platform access | Excluding ANI |
| 3 | Meta AI | Meta's (Facebook) AI system | Including ANI |
| 4 | Chatbot | Automated program for communication with users | Including ANI |
| 5 | Chat GPT | AI-based on natural language processing | Including ANI |
| 6 | Gemini | Multimodal generative AI | Including ANI |
| 7 | Canva | Digital graphic design application | Excludes ANI unless using the AI feature |
| 8 | Quran speech recognition application | Voice recognition application for Quran recitation | Including ANI |
| 9 | Virtual reality | 3D environment simulation technology in learning | Including ANI |
On the other hand, not all technologies used in learning can be categorized as artificial intelligence. For example, graphic design apps like Canva do not fully fall into the artificial intelligence category. However, certain features such as automatic authoring and text-based image generators show that Canva has started to integrate artificial narrow intelligence components into its platform. This supports the efficiency and effectiveness of teachers and students in designing visual teaching materials.
From these findings, it can be concluded that the utilization of technology in learning at SMK Negeri 1 Kebumen reflects the selective adoption of smart technology. Only devices such as Meta, chatbot, ChatGPT, Gemini, Quran speech recognition, and Virtual Reality can be explicitly classified as artificial intelligence, as they have intelligent algorithmbased automation elements. Nonetheless, their successful use depends on how teachers design, select, and direct such technologies to remain in line with learning objectives and Islamic educational values.
The integrated application of diagnostic, formative, and summative assessments is a comprehensive, and sustainable evaluation strategy. These three types of assessment complement each other in describing the process and results of student learning as a whole. Diagnostic assessment serves to map students' initial abilities, formative assessment monitors progress during the learning process, and summative assessment evaluates the final achievement of learning
The main function of diagnostic assessment is to identify initial readiness and learning barriers that students may face. This information helps teachers in developing targeted learning strategies
Unlike diagnostic assessment, formative assessment is carried out on an ongoing basis throughout the learning process. The aim is to monitor student progress in real-time and provide constructive feedback. This allows teachers to adapt learning strategies to be more responsive to classroom dynamics.
In the context of culture-based learning, formative assessment can also build students' emotional connection to the subject matter. However, its effectiveness is highly dependent on teacher consistency and clarity of assessment indicators. Without these two things, formative assessment has the potential to produce biased or unrepresentative assessments.
Summative assessment serves as the final measure of student learning achievement. It is usually applied in the form of a final exam, project assignment, or portfolio. The data obtained from summative assessment becomes the basis for educational decision-making, such as graduation or student ranking. Despite its important function, summative assessments often cause psychological distress to students. Excessive focus on the final result has the potential to ignore the learning process experienced by students and cause anxiety if used as the only indicator of success
From the description above, it can be concluded that each type of assessment has its advantages and disadvantages. To create an effective and sustainable learning evaluation system, the three types of assessment should ideally be used in an integrated manner: diagnostic assessment as a starting point for mapping needs, formative assessment as a process monitoring tool, and summative assessment as a reflection on the final learning outcomes.
The selection of assessment instruments, such as observations, assignments, and written tests, should be tailored to the characteristics of the material and students' learning styles. In the digital era, technology integration is also important to improve evaluation efficiency.
The utilization of information and communication technology (ICT), including digital platforms and AI, strengthens the assessment process. However, its effectiveness depends largely on teacher readiness and training. The Merdeka Curriculum provides space for teachers to choose assessment techniques that suit the needs of learners
The learning evaluation system must consider the uniqueness and developmental stage of each student. Uniform evaluation cannot accommodate the diversity of learners. Therefore, a flexible and inclusive approach to assessment is needed. The aim is to create a learning environment that is fair and adaptive to the individual needs of students
In today's digital era, technology has become one of the main sources of knowledge and reference in learning activities. The integration of technology into education aims to encourage the implementation of more varied learning and equip students with skills in utilizing technology to complete their various academic tasks
The findings in the field, the implementation of a deep learning approach based on artificial intelligence showed a positive impact on the learning process, including the increased enthusiasm of students, active involvement during learning, and the development of critical thinking, reflection, and problem-solving skills. In addition, teachers also gain flexibility in exploring more varied and contextualized learning strategies.
This is in line with the view that deep learning based on artificial intelligence, through technologies such as intelligent tutoring systems and natural language processing, is able to present learning materials that are adaptive to individual learning styles and needs
Quality education requires the development of higher-order thinking skills, including critical thinking, which is essential for generating innovative solutions to various problems. In the context of 21st-century learning, the integration of media and technology supports the 4C skills of critical thinking, creativity, communication, and collaboration, alongside digital and information literacy
They expressed concerns about the potential dependency on instant solutions provided by artificial intelligence. This concern is in line with the theoretical view that although artificial intelligence can enhance learning independence through personalization and efficient access to information, its use also carries risks. Such risks include a tendency towards plagiarism, intellectual laziness, and decreased analytical skills due to reliance on quick answers from machines
Therefore, the use of AI in education must be accompanied by an approach that promotes academic ethics and critical thinking skills while integrating Islamic values to avoid undermining long-term learning objectives. To support this, teachers need adequate training, appropriate curriculum development, and attention to privacy issues and technology misuse
Although the use of Artificial Intelligence in deep learning offers various advantages, its application in Islamic education presents risks that must be carefully anticipated. One of the primary concerns is the potential dehumanization of the learning process, where interactions that are too dependent on machines can reduce empathy, compassion, and emotional connections between teachers and students. These are fundamental aspects of Islamic education
Other risks include the potential for algorithmic bias and content that does not align with Islamic values. Systems developed without reference to religious principles may generate material that contradicts Islamic beliefs and ethics
As a solution, Islamic educational values must be used as the primary filter and guideline. The principle of tawhid should serve as the foundation, ensuring that all technological applications must be directed toward drawing closer to Allah Subhanahu wa Ta'ala, not replace His role in education. Values of akhlakul karimah, such as honesty, justice, and compassion, must be used as benchmarks in the development and utilization of Artificial Intelligence technology to align with Islamic ethics.
The concept of beneficial knowledge ('ilm nāfi') in Islamic tradition teaches that technology must provide tangible benefits for the community, not merely technological achievements devoid of meaning. The principle of moderation in religion can also serve as a guideline to ensure that the use of technology is neither rejected extremely nor accepted without critical scrutiny
The process of internalizing Islamic values in AI-based learning requires comprehensive curriculum integration. Every subject must be filtered through Islamic values to ensure the Islamic identity of students is maintained
The role of teachers is very strategic as facilitators of values. Teachers serve as a link between technological advancement and the spirituality of students, ensuring that the use of Artificial Intelligence technology does not negate the essence of Islamic education. Therefore, learning content developed with this technology must explicitly incorporate Islamic values, such as verses from the Qur'an, hadiths, and the exemplary conduct of Islamic figures. With a comprehensive and sustainable approach, the integration of Islamic educational values in Artificial Intelligence-based learning can be optimized to strengthen the religious and moral character of students.