Integrating Artificial Intelligence into Islamic Cultural History Education: Teachers’ Strategies and Pedagogical Adaptation at MAN 2 Klaten, Indonesia
DOI:
https://doi.org/10.61455/sujiem.v4i01.656Keywords:
teacher strategies, generative artificial intelligence, islamic cultural history, layered verification, ai literacyAbstract
Objective: This study aims to describe teachers’ strategies for integrating generative artificial intelligence (AI) into Islamic Cultural History (ICH) education at MAN 2 Klaten, Indonesia, focusing on material delivery, learning activities, and assessment practices. Theoretical framework: The study draws on pedagogical adaptation and critical AI literacy, emphasizing teachers’ professional judgment, the responsible use of technology, and the verification of AI-generated information within Islamic history education. Literature review: Existing discussions highlight generative AI’s potential to support personalized learning, instructional design, and assessment. However, concerns remain regarding historical accuracy, cognitive dependency, and the preservation of teachers’ authority in guiding religious and historical knowledge. Contextual studies of AI integration in ICH classrooms remain important for understanding these challenges. Methods: This qualitative research employed a single-case study design at MAN 2 Klaten. Data were collected through in-depth interviews with an ICH teacher and analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing with verification. Results: The findings indicate that teachers integrate ChatGPT, Gemini, Canva, and Kahoot to develop summaries, concept maps, introductory questions, higher-order thinking ICHlls (HOTS) questions, assessment rubrics, and feedback. AI functions as a learning partner rather than a substitute for teachers’ scholarly authority. AI-generated outputs require cross-verification before classroom use. Implications: These findings underscore the need to strengthen teachers’ critical AI literacy, establish ethical guidelines for AI use in madrasahs, and design learning activities that promote historical understanding, critical thinking, and responsible technology use. Novelty: This study identifies a layered verification pattern—AI, textbooks, and classroom discussion—as a pedagogical strategy for maintaining historical validity while reducing students’ cognitive dependency on generative AI. This approach offers a context-sensitive contribution to responsible AI integration in Islamic history education.
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