Readiness of Islamic Religious Education Teachers in Utilizing Artificial Intelligence at SMPN 1 Salatiga to Support SDGs in Education
DOI:
https://doi.org/10.23917/profetika.v27i01.13483Keywords:
teacher readiness, artificial intelligence, islamic religious education teachers, sustainable development in education, digital transformationAbstract
Purpose: The purpose of this research is to examine the level of readiness among Islamic Religious Education (IRE) teachers in employing Artificial Intelligence (AI) within the instructional process and to explore the challenges associated with integrating AI into IRE teaching at SMPN 1 Salatiga. This study is conducted in alignment with the pursuit of quality education as outlined in the Sustainable Development Goals (SDGs). Theoretical Framework: The research is based on Maddox’s (2000) theory of teacher readiness, which includes three main dimensions. This framework was employed to assess the extent to which IRE teachers are prepared to utilize AI technology in the learning process and to relate it to Islamic values. Literature Review: This study reviews previous findings concerning AI utilization in education, teacher readiness theory, and the incorporation of AI within Islamic educational contexts. However, studies that specifically examine teachers’ readiness for AI in the context of Islamic educational institutions remain limited. Method: This study employed a qualitative descriptive design, with data collected through on-site school observations, semi-structured interviews involving the principal, IRE teachers, and two students, as well as document analysis of pertinent IRE teaching materials. To enhance the credibility and depth of the results, a triangulation method was implemented to obtain a comprehensive perspective on the phenomenon under investigation. Results: The results indicate that IRE teachers demonstrate a high level of readiness in utilizing AI technology, encompassing cognitive, emotional–attitudinal, and behavioral aspects. Nevertheless, several challenges remain, including limited facilities, low digital literacy, unequal access to technology, information bias, and AI-generated content inconsistencies with Islamic values. Implications: This study provides valuable implications for educators and policymakers by emphasizing the importance of readiness in implementing AI-based learning, particularly in IRE instruction. Novelty: The novelty of this research lies in its focus on analyzing the readiness of IRE teachers in utilizing AI, emphasizing Islamic values and the goals of sustainable education. It highlights the ethical and spiritual dimensions of IRE teachers in responding to digital transformation and offers a new perspective on balancing technological competence with moral–spiritual responsibility in AI-based learning.
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