PROFESSIONAL DEVELOPMENT FOR ISLAMIC RELIGIOUS EDUCATION TEACHERS IN THE AGE OF ARTIFICIAL INTELLIGENCE TO IMPROVE THE QUALITY OF TEACHING AND LEARNING

Nurul  Fadilah; Mardani Mardani

doi:10.56489/dt1ty527

Authors

Nurul Fadilah
Mardani Mardani STIT Ibnu Rusyd Tanah Grogot

DOI:

https://doi.org/10.56489/dt1ty527

Keywords:

Islamic Education Teachers, Self-Development, Artificial Intelligence, Learning Quality

Abstract

Generative artificial intelligence (AI) opens opportunities for Islamic Religious Education (PAI) teachers to prepare teaching materials, design diverse learning, and provide feedback more quickly. However, AI outputs can be incorrect, biased, and
ignore students' religious contexts. This article aims to analyze the urgency of self development for PAI teachers in the AI era, formulate priority competencies, and explain their implementation to improve learning quality. The research uses a literature study by reviewing regulations on the teaching profession, UNESCO AI competency frameworks, AI ethics guidelines, and scientific articles on AI in education. The analysis was conducted through source selection, theme grouping, idea comparison, and critical synthesis. The study results indicate that self development needs to combine mastery of PAI substance, pedagogy, AI literacy, source verification, data protection, and teaching practice reflection. AI can help teachers prepare contextual examples and formative assessments, but the accuracy of reasoning, depth of meaning, and character building still require teacher decisions. This article offers a self development cycle: mapping needs, practicing on real learning tasks, reviewing AI outputs, applying them in the classroom, and assessing the impact through student learning evidence.

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