Integrasi Artificial Intelligence Dalam Pembelajaran Pendidikan Agama Islam: Peluang, Tantangan, Dan Implikasi Terhadap Kompetensi Guru

Abstrak Integrasi Artificial Intelligence (AI) dalam pembelajaran Pendidikan Agama Islam (PAI) menghadirkan peluang pedagogis sekaligus tantangan etis, epistemologis, dan profesional bagi guru. Artikel ini bertujuan menganalisis peluang pemanfaatan AI dalam pembelajaran PAI, memetakan tantangan yang menyertainya, mengidentifikasi implikasinya terhadap kompetensi guru, serta merumuskan prinsip integrasi AI yang etis dan pedagogis. Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka. Literatur dipilih berdasarkan relevansi dengan AI dalam pendidikan, pembelajaran PAI, kompetensi guru, etika teknologi, dan tantangan implementasi AI. Data dianalisis secara tematik melalui tahap identifikasi, pengelompokan, perbandingan, dan sintesis temuan. Hasil kajian menunjukkan bahwa AI berpotensi mendukung personalisasi pembelajaran, pengembangan bahan ajar, asesmen, umpan balik, dan efisiensi kerja guru. Di sisi lain, penggunaannya menghadirkan persoalan akurasi informasi, privasi, bias, integritas akademik, kesenjangan akses, literasi digital, serta validitas dan otoritas pengetahuan keagamaan. Kondisi tersebut memperluas tuntutan kompetensi guru PAI dari kemampuan teknis menuju kompetensi pedagogis, literasi AI, penguasaan konten keislaman, penalaran kritis, dan pertimbangan etis. Artikel ini mensintesiskan bahwa integrasi AI yang relevan bagi PAI perlu berlandaskan human oversight, verifikasi sumber, kesesuaian dengan tujuan pembelajaran, perlindungan data, dan orientasi pada pembentukan pengetahuan, akhlak, serta karakter peserta didik. Dengan demikian, AI perlu ditempatkan sebagai alat pendukung yang memperluas kapasitas profesional guru, bukan sebagai pengganti peran guru. Kata kunci: Artificial Intelligence, Pendidikan Agama Islam, Kompetensi Guru, Etika AI, Pembelajaran. Abstract The integration of Artificial Intelligence (AI) into Islamic Religious Education (IRE) offers pedagogical opportunities while simultaneously presenting ethical, epistemological, and professional challenges for teachers. This article aims to analyze the potential of AI utilization in IRE learning, map the challenges associated with its implementation, identify its implications for teacher competence, and formulate principles for ethical and pedagogically sound AI integration. This study employs a qualitative approach using a literature review method. The literature was selected based on its relevance to AI in education, IRE learning, teacher competence, technology ethics, and the challenges of AI implementation. The data were analyzed thematically through the stages of identification, categorization, comparison, and synthesis of findings. The results indicate that AI has the potential to support personalized learning, instructional material development, assessment, feedback, and teacher work efficiency. However, its use also raises concerns regarding information accuracy, privacy, bias, academic integrity, unequal access, digital literacy, and the validity and authority of religious knowledge. These conditions broaden the competency demands placed on IRE teachers, extending beyond technical skills to include pedagogical competence, AI literacy, mastery of Islamic content, critical reasoning, and ethical considerations. This article synthesizes that AI integration relevant to IRE should be grounded in human oversight, source verification, alignment with learning objectives, data protection, and an orientation toward developing students' knowledge, moral character, and Islamic values. Therefore, AI should be positioned as a supportive tool that enhances teachers' professional capacity rather than replacing the role of teachers.