From Authority to Facilitator: A Grounded Theory Analysis of AI-Mediated Shifts in Islamic Religious Education Pedagogy
DOI:
https://doi.org/10.32729/edukasi.v24i1.2455Keywords:
Artificial Intelligence in Education, Islamic Religious Education, Grounded Theory, Pedagogical Negotiation, Teacher AuthorityAbstract
This study develops a grounded theory explaining how Islamic Religious Education (IRE) teachers negotiate pedagogical authority in AI-mediated classrooms. Using interviews, observations, and document analysis with 20 Indonesian IRE teachers, the study proposes a Tripartite Negotiation Model consisting of epistemic, pedagogical, and moral-relational negotiations. The findings show that teachers reconstruct rather than lose authority by positioning AI as a supportive tool within Islamic pedagical values. The study suggests extending TPACK with Theological Knowledge (TKw) and Relational-Moral Knowledge (RMK) to better explain AI integration in religious education. The findings challenge deskilling narratives by highlighting teachers’ agency in culturally embedding AI through concepts such as khadam (servant). Implications are offered for teacher development, curriculum design, and culturally responsive AI in religious education.
ABSTRAK
Penelitian ini mengembangkan teori grounded theory tentang negosiasi otoritas pedagogis guru Pendidikan Agama Islam (PAI) dalam kelas yang dimediasi AI. Melalui wawancara, observasi, dan analisis dokumen terhadap 20 guru PAI Indonesia, penelitian ini menghasilkan Model Negosiasi Tripartit yang mencakup negosiasi epistemik, pedagogis, dan moral-relasional. Temuan menunjukkan bahwa guru tidak kehilangan otoritas, melainkan merekonstruksinya dengan menempatkan AI sebagai alat pendukung dalam nilai pedagogi Islam. Penelitian ini mengusulkan perluasan kerangka TPACK dengan Pengetahuan Teologis (TKw) dan Pengetahuan Relasional-Moral (RMK) untuk menjelaskan integrasi AI dalam pendidikan agama. Temuan juga menantang narasi de-skilling dengan menyoroti keagenan guru dalam mengintegrasikan AI secara kultural melalui konsep khadam (pelayan). Implikasi penelitian mencakup pengembangan guru, desain kurikulum, dan AI yang responsif terhadap budaya dalam pendidikan agama.
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