Integration of ChatGPT in Islamic Religious Education Learning in the Independent Curriculum: A Systematic Literature Review on Effectiveness, Ethics, and Implementation Challenges
DOI:
https://doi.org/10.59944/postaxial.v4i2.1616Keywords:
ChatGPT, Artificial Intelligence, Islamic Religious Education, Merdeka Curriculum (Indonesia's Independent Curriculum), Systematic Literature ReviewAbstract
This study aims to synthesize research findings on the integration of Artificial Intelligence (AI), specifically ChatGPT, in Islamic Religious Education (PAI) learning by examining its effectiveness, ethical issues, and implementation challenges in the context of the Independent Curriculum.
The study used a Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines for 52 Scopus-indexed articles selected through a process of identification, screening, eligibility assessment, and inclusion. Data was extracted using an extraction sheet and analyzed through thematic qualitative synthesis based on three predetermined research questions.
The synthesis results indicate that ChatGPT contributes to improving the effectiveness of Islamic Religious Education (PAI) learning by simplifying material, expanding access to information, supporting differentiated learning, and fostering student discussion and argumentation. However, its use presents challenges in the areas of information accuracy, the validity of religious sources, bias, hallucinations, academic integrity, and potential user dependency. ChatGPT implementation is also influenced by teacher readiness, student AI literacy, authentic learning design, institutional policies, and clear validation mechanisms.
The novelty of this research lies in the development of an ethical-implementative conceptual model that integrates dimensions of learning effectiveness, ethical considerations, and ChatGPT implementation strategies in Islamic Religious Education (PAI) learning based on the Independent Curriculum. This model provides a more comprehensive framework for teachers, researchers, and curriculum developers to integrate AI responsibly without neglecting the validity of Islamic sources, the role of teachers, and the goal of developing student character.
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