ENHANCING RELIGIOUS MODERATION PEDAGOGY THROUGH AI-BASED INSTRUCTIONAL DESIGN IN ISLAMIC TEACHER EDUCATION: A CRITICAL STUDY IN THE CONTEXT OF SOCIETY 5.0
DOI:
https://doi.org/10.35719/akselerasi.v6i1.821Keywords:
Artificial Intelligence, Religious Moderation, Islamic Teacher Education, Instructional Design, Pedagogical Ethics, Society 5.0Abstract
In the era of Society 5.0, artificial intelligence (AI) has emerged as a transformative force in education, including Islamic religious instruction. This qualitative case study investigates how AI-based instructional design enhances the pedagogy of religious moderation among students of Islamic Elementary Teacher Education (PGMI) in two Indonesian universities. Data were collected through in-depth interviews, classroom observations, and document analysis. Findings reveal that AI facilitates interactive, personalized, and context-sensitive learning experiences that promote tolerance and peaceful coexistence. However, challenges such as limited infrastructure, low digital literacy, and resistance from faculty hinder its implementation. Ethical concerns, particularly regarding algorithmic bias and misinterpretation of religious values, are also critical. The study underscores the importance of multidisciplinary collaboration between religious educators, instructional designers, and AI developers. This research offers a novel framework that integrates AI technology with Islamic pedagogical values, contributing to the development of inclusive, ethical, and adaptive education models for future teachers in the context of Society 5.0.
Dalam era Society 5.0, kecerdasan buatan (AI) menjadi kekuatan transformasional dalam pendidikan, termasuk dalam pembelajaran agama Islam. Penelitian ini merupakan studi kasus kualitatif yang bertujuan mengkaji bagaimana desain instruksional berbasis AI dapat meningkatkan pedagogi moderasi beragama bagi mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) di dua perguruan tinggi di Indonesia. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa AI mampu menghadirkan pengalaman belajar yang interaktif, personal, dan kontekstual dalam menanamkan nilai toleransi dan hidup damai. Namun, penerapan AI masih menghadapi kendala seperti keterbatasan infrastruktur, rendahnya literasi digital, dan resistensi dosen terhadap perubahan teknologi. Isu etis, seperti potensi bias algoritma dan kesalahpahaman terhadap nilai-nilai keagamaan, juga menjadi perhatian penting. Penelitian ini menekankan pentingnya kolaborasi multidisipliner antara pendidik agama, desainer instruksional, dan pengembang AI. Kontribusi kebaruan penelitian ini terletak pada penyusunan kerangka desain instruksional berbasis AI yang terintegrasi dengan nilai-nilai pedagogik Islam, untuk mendukung model pendidikan yang inklusif, etis, dan adaptif di era Society 5.0.
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