Generative artificial intelligence and academic integrity in Islamic religious education
DOI:
https://doi.org/10.32832/tawazun.v19i2.23019Keywords:
Artificial Intelligence, academic integrity, Islamic Religious Education, moral negotiation, authentic assessmentAbstract
The development of generative Artificial Intelligence has significantly transformed the learning landscape, including Islamic Religious Education, which inherently places moral values at the core of the educational process. This technology not only accelerates access to information but also affects how students construct answers, develop arguments, and interpret academic honesty. This study aims to examine students’ patterns of AI use, the dynamics of their ethical perceptions, and how teachers mediate the use of this technology through value-based pedagogical approaches. Using a mixed-method approach with a sequential explanatory design, data were collected through surveys, semi-structured interviews, and documentation of student assignments involving 30 students and one teacher at SMK Negeri Tutur. The findings show that AI use is not always perceived as weakening academic integrity; rather, it creates a space for moral negotiation shaped by students’ ethical perceptions and teachers’ pedagogical mediation. The findings also reveal ethical ambivalence, which reflects students’ moral reflection in learning practices. Pedagogical responses emphasizing substantive understanding and process-based assessment serve as balancing mechanisms between technological efficiency and character formation. This study expands the discourse on AI and academic integrity by demonstrating that religious values function as important mediating elements in learning practices.
Abstrak
Perkembangan Kecerdasan Buatan (AI) generatif telah secara signifikan mengubah lanskap pembelajaran, termasuk Pendidikan Agama Islam, yang secara inheren menempatkan nilai-nilai moral sebagai inti dari proses pendidikan. Teknologi ini tidak hanya mempercepat akses terhadap informasi, tetapi juga memengaruhi cara siswa menyusun jawaban, mengembangkan argumen, dan menafsirkan kejujuran akademik. Penelitian ini bertujuan untuk mengkaji pola penggunaan AI oleh siswa, dinamika persepsi etis mereka, serta bagaimana guru memfasilitasi penggunaan teknologi ini melalui pendekatan pedagogis berbasis nilai. Dengan menggunakan pendekatan campuran (mixed-method) berdesain eksplanatori sekuensial, data dikumpulkan melalui survei, wawancara semi-terstruktur, dan dokumentasi tugas siswa yang melibatkan 30 siswa dan satu guru di SMK Negeri Tutur. Temuan menunjukkan bahwa penggunaan AI tidak selalu dipersepsikan sebagai melemahkan integritas akademik; sebaliknya, hal ini menciptakan ruang untuk negosiasi moral yang dibentuk oleh persepsi etis siswa dan mediasi pedagogis guru. Temuan ini juga mengungkap ambivalensi etis, yang mencerminkan refleksi moral siswa dalam praktik pembelajaran. Respons pedagogis yang menekankan pemahaman substantif dan penilaian berbasis proses berfungsi sebagai mekanisme penyeimbang antara efisiensi teknologi dan pembentukan karakter. Penelitian ini memperluas wacana mengenai AI dan integritas akademik dengan menunjukkan bahwa nilai-nilai keagamaan berfungsi sebagai elemen mediasi yang penting dalam praktik pembelajaran.
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