REKONSTRUKSI KOMPETENSI GURU PAI DI ERA KECERDASAN ARTIFISIAL

INTEGRASI ADAB DAN KOMPETENSI AI

Abstract

The emergence of Artificial Intelligence (AI) has transformed the learning environment, including the ways in which knowledge is acquired, produced, verified, and conveyed to students. This transformation requires a reconstruction of Islamic Religious Education (IRE) teachers' competencies so that they are not only capable of utilizing technology but also able to maintain the epistemological, ethical, and humanistic orientations of Islamic education. This study aims to formulate a conceptual framework for reconstructing IRE teachers' competencies in the AI era by integrating AI competencies with the foundation of adab in the perspective of Islamic education. This study employs a qualitative-conceptual approach through library research. Data were drawn from literature on teachers' AI competencies, digital pedagogy, Islamic epistemology, and Islamic educational thought concerning adab and the roles of teachers. The data were analyzed through concept identification, comparative analysis, and conceptual synthesis. The findings formulate five dimensions of IRE teachers' competencies: digital-AI competence, pedagogical-AI competence, epistemic-AI competence, ethical-adab competence, and humanistic-murabbi competence. These five dimensions are integrated by positioning adab as the normative orientation underlying all competencies. This reconstruction also emphasizes the expanded roles of IRE teachers as mu'allim, murabbi, mu'addib, and epistemic mediators who guide students in understanding, verifying, and responsibly using AI-generated information. This study contributes a conceptual framework for adab-based IRE teacher competencies that can serve as a foundation for teacher professional development and the integration of AI into IRE learning. The framework is intended to foster the interconnected development of knowing, believing, demonstrating adab, and practicing Islamic teachings.