Integrating Artificial Intelligence in Islamic Education: Insights from Madrasah Aliyah in Karawang, Indonesia

Abstract

The rapid integration of artificial intelligence (AI) and digital technologies into educational systems has created new opportunities and challenges for Islamic educational institutions. However, many madrasahs and Islamic higher education settings still face limited digital readiness, unclear ethical guidelines, and uneven pedagogical adaptation. This study aims to identify its forms of implementation, stakeholder perceptions, enabling and inhibiting factors, and its pedagogical implications. Using a qualitative descriptive design, data were collected through semi-structured interviews with principals, teachers, students, staff, parents, and religious leaders, and were analysed thematically following Braun and Clarke (2006). The findings reveal that AI tools have enhanced instructional efficiency, learner engagement, and administrative management, yet concerns persist regarding data privacy, teacher competency, and alignment with Islamic ethical values. Comparisons with previous studies indicate that while earlier research emphasized technology adoption and student motivation, this study contributes by integrating an Islamic ethical framework into digital transformation discourse. The results highlight the need for policy development, teacher training, and curriculum reform that harmonize AI usage with Qur’anic principles and the holistic aims of Islamic education. This study provides empirical insights relevant for educators, policymakers, and researchers seeking to strengthen digital innovation in madrasahs while ensuring ethical integrity and cultural relevance