Journal of Pergunu and Contemporary Islamic Studies, 2024, pp. 55-78 Volume 1, Issue 1, 2024 Advance Access Publication Date: 23 Dec 2024 Paper PAPER Integration of Artificial Intelligence in Islamic Education Curriculum Juwita Tri Lestari1, Rani Darmayanti2 and Zainul Arifin3 1 SD Bina Anak Shaleh Pasuruan, Indonesia 2CV. Bimbingan Belajar Assyfa Pasuruan, Indonesia 3Institut Teknologi dan Sains Nahdlatul Ulama Pasuruan, Indonesia ∗Corresponding author: ranidarmayanti1990@gmail.com Abstract In the digital era, integrating artificial intelligence (AI) technology in education is essential to improve the quality of learning. This study explores the application of AI in the Islamic education curriculum to improve student learning outcomes. The problem raised is the minimal use of AI technology in Islamic learning, which can optimize student potential. This narrative literature study examines 17 relevant articles and books with qualitative content analysis methods. Data were analyzed thematically to identify key themes related to the implementation of AI in Islamic education. The study results indicate that AI can improve students' understanding of the subject matter, facilitate more personalized learning, and provide faster and more accurate feedback. In addition, AI helps teachers recognize students' specific needs so that teaching can be tailored to individual abilities. In conclusion, the integration of AI in the Islamic education curriculum has great potential to improve the quality of education, provided there is adequate training for teachers and the development of supporting technological infrastructure. This study recommends collaboration between educational institutions, technology developers, and the government to realize effective AI integration. Keywords: artificial intelligence, Islamic education, curriculum, personalized learning, content analysis INTRODUCTION Amidst the rapid development of technology, education faces the challenge of adapting to the latest innovations, including artificial intelligence (AI) (Acs et al., 2020; Kong et al., 2021; Schwendicke et al., 2020). Artificial intelligence offers various opportunities to improve teaching and learning methods (Darmayanti, 2024; Hendarto et al., 2024), especially in Islamic education (Solehudin et al., 2025). According to (Bhalla, 2019; Chan, 2023; Nazaretsky et al., 2022) in education can change methods to be more interactive and efficient (Brzozowska et al., 2023; Lestari et al., 2024; Schrettenbrunnner, 2020). This is especially relevant in the context of Islamic education, where engagement and deep understanding of the material are essential (Alamrani et al., 2018; Blanié et al., 2020; Safitri et al., 2022; Xu et al., 2023). 55 Juwita Tri Lestari et al. Islamic education aims to shape students' character and morals based on Islamic values. However, traditional learning methods are sometimes less effective in meeting students' individual needs. A study by Al-Harthi (2019) showed that many students felt less engaged and motivated in classes that used conventional teaching methods. In this case, AI can be a solution by providing a more personal and engaging learning method. AI can adjust learning materials according to each student's speed and learning style. A study from (Amirin & Suparman, 2019; Prawita et al., 2019; Tsirulnikov et al., 2023) emphasized that personalization of learning can improve student motivation and learning outcomes. In Islamic education, this personalization can help students understand complex concepts more profoundly and relevant to their daily lives. In addition, AI can provide fast and accurate feedback to students, allowing them to identify errors and correct their understanding immediately (Hsu & Li, 2023; Marra et al., 2024; Yue Yim, 2024). According to research by Luckin et al. (2018), this real-time feedback can significantly improve academic achievement. In Islamic education, fast feedback can help students better understand and apply religious values in everyday life. Integrating AI into the Islamic education curriculum is not without challenges. Adequate technological infrastructure and teacher training are needed to optimize the use of AI. According to a report from the World Economic Forum (2019), one of the main barriers to adopting educational technology is the lack of resources and training for teachers. Therefore, it is important to have educational institutions provide the necessary training and infrastructure (Gornitzka, 1999; Jahan & Hossain, n.d.; Karim et al., 2023). Collaboration between various stakeholders, including educational institutions, technology developers, and governments, is essential (Bell & Linn, 2000; Kurniawan, 2021; Renz & Hilbig, 2020; Su & Yang, 2022) for the successful integration of AI in Islamic education. Al-Harthy (2021) emphasized that strong partnerships can drive innovation and ensure that technology is used effectively to improve the quality of education. Thus, Islamic education can remain rel evant and adaptive to changing times. In conclusion, integrating AI into Islamic education has great potential to improve the quality of learning and student understanding. However, collaborative efforts are needed to overcome existing challenges and achieve this potential. With the proper support, AI can effectively support the goals of holistic and sustainable Islamic education. The integration of Artificial Intelligence (AI) in Islamic education presents a promising avenue for enhancing learning outcomes and experiences, yet several gaps exist within the current research landscape. Studies demonstrate the potential of AI-powered chatbots to improve student interaction and facilitate independent learning in Islamic studies, echoing broader trends in AI -enhanced education 3]]. The use of augmented reality (AR) offers engaging and immersive experiences for learning Islamic history, potentially deepening student understanding Furthermore, machine learning applications show promise in personalizing learning experiences by analyzing student needs within Islamic schools Research also suggests AI's potential to develop more adaptive and relevant curricula for madrasahs These findings collectively highlight the diverse applications of AI in Islamic education, aligning with the broader movement towards AI integration in higher education globally (Cvetkovic et al., 2024; Muntarbhorn, 2023). Despite the promising potential, several critical gaps emerge. While the cited studies explore specific AI applications, a comprehensive framework for integrating AI across the Islamic education curriculum remains lacking. The research predominantly focuses on technological functionalities, overlooking the pedagogical implications and ethical considerations of AI integration. For instance, how can AI be leveraged to foster critical thinking and ethical decision-making within an Islamic context? Furthermore, the cultural sensitivity and alignment of AI tools with Islamic values require careful consideration. The existing research lacks in-depth exploration of these crucial aspects. Additionally, the practical challenges of implementing AI in diverse educational settings, including 56 © The Authors. All rights reserved. Juwita Tri Lestari et al. resource constraints and teacher training, need further investigation (Davis, 2020; Kulikowski, 2019). The long-term impact of AI on the role of educators in Islamic education also warrants attention (Hu & Yu, 2022; Rosenberg & Willcox, 2020). Addressing these gaps is crucial for realizing the transformative potential of AI in Islamic education while mitigating potential risks and ensuring its ethical and culturally appropriate implementation (Caliskan, 2023; Pedersen & Johansen, 2020). While research demonstrates the potential of AI in Islamic education, including the immersive learning experiences offered by VR (Jack et al., 2001; X. Xu, 2016; Yang et al., 2020), the automated feedback provided by AI systems (Lee et al., 2021; Saga et al., 2023; Tanaka et al., 2021), and AI's ability to assist teachers in identifying student needs (Khoirina et al., 2018), several gaps remain. There's a need for research exploring the pedagogical implications of these technologies, their alignment with Islamic values, and the practical challenges of implementation in diverse Islamic educational settings. Further investigation is also needed regarding the ethical considerations of AI in Islamic education, the long-term impact on the teacher's role, and the development of a comprehensive framework for integrating AI across the Islamic education curriculum. While the above studies demonstrate the significant benefits of AI in Islamic education, some gaps still need further research. One of these is how AI can address the challenges faced by students with special needs or different backgrounds. Furthermore, while many studies show the potential of AI for personalizing learning, few explore how this can be practically applied in the everyday curriculum of Islamic schools. The use of AI in education, especially in the context of Islamic education, requires a more planned and sustainable strategy. Further research is needed to understand how AI integration can be done effectively, taking into account technological, pedagogical, and cultural aspects. In addition, it is important to examine how AI can be used to support inclusive and equitable learning, ensuring that all students, regardless of their background, can benefit from this technology (Hooshyar et al., 2024; Nazaretsky et al., 2022; Yeadon & Hardy, 2024). Thus, although much research has been done, there are still many aspects that can be explored to ensure that AI not only improves the quality of education but also strengthens Islamic values and principles in the learning process. This research can help bridge the existing gap and provide guidance for educators, technology developers, and policymakers in implementing AI effectively in Islamic education. LITERATURE REVIEW 2.1 Introduction of AI in Education Artificial intelligence (AI) has experienced rapid development and has become one of the technological innovations that have an impact on various sectors, including education (Abdullahi et al., 2024; Forero et al., 2024; Huang et al., 2023). In the context of education, AI is able to improve the quality of learning by providing a more personalized and interactive learning experience (Nazaretsky et al., 2022). For example, an AI-based learning system can analyze the learning style and progress of each student, allowing for teaching that is tailored to their unique needs. According to Luckin et al. (2018), using AI in education not only increases efficiency but can also help teachers identify areas where students may be experiencing difficulties so that interventions can be carried out more quickly and appropriately. Thus, AI has the potential to significantly improve student learning outcomes (Hong et al., 2024). In Islamic education, AI can also have a significant positive impact (Hotimah, 2024; Susanti et al., 2024). By utilizing this technology, Islamic educational institutions can develop a curriculum that is more responsive and relevant to students' needs. For example, AI-based applications can help in delivering more interesting and interactive teaching materials, such as teaching through simulations 57 © The Authors. All rights reserved. Juwita Tri Lestari et al. or educational games that teach Islamic values. In addition, AI can be used to provide personalized tutoring, which pays attention to the spiritual and academic aspects of students simultaneously. This is in line with the goals of Islamic education, which not only focus on cognitive aspects but also on the development of students' character and morals. Thus, the integration of AI in Islamic education can provide innovative solutions that support the delivery of more effective and inclusive education (“ Artificial Intelligence: A National Strategic Initiative,” 2020; Gómez-Caicedo et al., 2022). Figure 1 AI in Education below: Figure 1. AI in Edutaion 2.2 Benefits of AI Integration in Islamic Education Artificial intelligence (AI) provides significant benefits in the context of Islamic education, especially in improving students' understanding of the subject matter. One of the prominent innovations is the application of virtual reality (VR) technology to create a deeper and more immersive learning experience. As explained by Fatimah & Idris (2022), VR can help students understand complex Islamic concepts in a more engaging and interactive way. By using VR, students not only read or listen to lessons, but can also "experience" situations or events related to Islamic teachings directly. For example, they can be invited to "visit" historical sites in Islam, allowing them to better understand the historical and cultural context behind the teachings. The use of AI in providing automated feedback also plays a vital role in improving students' academic achievement. According to research by Yusuf & Hanafi (2023), AI technology can provide fast and accurate responses to questions or assignments submitted by students. This allows them to better understand the subject matter and identify areas that need improvement more quickly. Thus, AI not only helps in delivering material but also in facilitating a more personalized and responsive learning process. By utilizing AI, educators can create a more adaptive learning environment where the needs and abilities of each student can be better accommodated, thereby supporting higher academic achievement in Islamic education. 2.3 The Role of AI in Personalized Learning Artificial intelligence (AI) has emerged as a transformative educational tool, revolutionizing the learning experience through personalized approaches tailored to individual student needs (H. Guo et al., 2024; Kajiwara et al., 2023). Using sophisticated algorithms, AI can analyze vast amounts of student learning data to adapt teaching materials and methods accordingly. This personalization makes learning more relevant and engaging, significantly boosting students' motivation and 58 © The Authors. All rights reserved. Juwita Tri Lestari et al. performance. According to a study by UNESCO (2020), when educational content aligns with students' unique learning styles and paces, they achieve better academic outcomes. AI’s ability to provide customized learning experiences ensures that students remain actively engaged and gain a deeper understanding of the material (Dann et al., 2024; Hillis et al., 2024; MacCarthy & Shan, 2022; Marti et al., 2024). In Islamic education, AI-powered personalized learning is a crucial bridge for students to grasp complex concepts that might otherwise be challenging (Nazaretsky et al., 2022; Uzumcu, 2024a, 2024b). Research by Hakim & Rahman (2021) highlights how machine learning applications can offer valuable insights into students' interaction with educational content, enabling educators to tailor their teaching strategies. This focused approach ensures that students can explore Islamic values and teachings in a manner that is both contextual and relevant to their everyday lives. By doing so, AI not only aids in students' cognitive development but also plays a significant role in fostering their spiritual and moral growth. Integrating AI in Islamic education enriches the student's learning experiences by promoting the application of religious values in daily life. Personalized learning environments empower students to connect the teachings they learn with real-world scenarios, enhancing their ability to internalize and practice these values. Thus, AI facilitates a holistic educational journey, blending intellectual, moral, and spiritual development, and ensuring that students are well-equipped to navigate and contribute positively to their communities. With AI’s support, Islamic educational institutions can deliver a more inclusive and effective learning environment that respects and nurtures each student's individual journey (Bhattacharya, 2023; Dey & Jana, 2023; Gera et al., 2023). 2.4 Challenges in Integrating AI Integrating AI into Islamic education curricula offers excellent opportunities to enhance the learning experience, but significant challenges must be overcome(Ghosh et al., 2024; Nandutu et al., 2023; Sajja et al., 2024). One of the main challenges is the lack of adequate technological infrastructure in many educational institutions. Many schools and madrasahs in Indonesia, for example, still rely on traditional teaching methods and have not fully implemented modern technology(Dirnfeld et al., 2024; Lin & Qi, 2024; Suresh Babu & Barath Kumar, 2023). (Schneider et al., 2023), without adequate hardware and software, as well as stable internet access, the potential of AI cannot be fully utilized. Therefore, it is essential to invest in developing technological infrastructure in schools so that teachers and students can access the tools and resources needed for AI-based learning. Adequate teacher training is also key to successfully integrating AI into education (Onyejegbu, 2023; Polster et al., 2024; Sharma et al., 2023). Many teachers may not have sufficient skills or knowledge to use AI technologies. Teachers will struggle to integrate AI tools into their curriculum without ongoing training. A study by the OECD (2020) suggests that professional support and intensive training for educators are essential to improve their skills in new technologies. By providing comprehensive and ongoing training programs, educational institutions can ensure that teachers not only understand the technology but are also able to apply it in a way that supports the goals of Islamic education and improves the overall teaching and learning process (Goyal et al., 2024; Harris, 2024; Kant et al., 2024). 2.5 Collaboration for Effective AI Implementation The successful integration of artificial intelligence (AI) into Islamic education hinges on robust collaboration among key stakeholders, including educational institutions, technology developers, and government entities (Nong et al., 2021; Pinski et al., 2024). Al-Harthy (2021) underscores that a wellcoordinated partnership among these parties is essential to drive the innovation necessary for effective technology utilization. Educational institutions are pivotal as the primary adopters and implementers of new technologies. They are tasked with integrating AI into their curricula and 59 © The Authors. All rights reserved. Juwita Tri Lestari et al. teaching methodologies, ensuring that it aligns with educational goals and enhances student learning experiences. By embracing AI, these institutions can transform traditional teaching practices into more dynamic and interactive ones, fostering a learning environment that resonates with the needs and interests of modern students. Technology developers, on the other hand, are responsible for creating and customizing AI solutions that cater specifically to the educational sector. Their role involves developing sophisticated AI tools and ensuring that they are user-friendly and adaptable to various educational contexts, including Islamic education. By working closely with academic institutions, developers can tailor AI applications to address specific challenges within the classroom, such as language barriers or diverse learning styles, thereby maximizing the technology's impact on student outcomes. The government is crucial in this collaborative framework by establishing policies and providing the necessary funding and infrastructure to support AI integration. Government agencies can facilitate the adoption of AI by implementing regulations that ensure ethical use and data privacy while offering financial incentives or grants to institutions that pioneer AI initiatives. By investing in technological infrastructure, such as high-speed internet and modern computing equipment, the government can eliminate barriers that might impede the widespread implementation of AI in schools and madrasas. Al-Harthy (2021) emphasizes that the optimal use of AI supports holistic and continuous learning, which is critical in Islamic education. This educational approach prioritizes cognitive development, character, and spiritual growth. By leveraging AI, educators can create learning experiences that are both intellectually stimulating and spiritually enriching, ensuring that students receive a well -rounded education. With comprehensive support from all stakeholders, integrating AI into Islamic education can elevate educational quality, fostering a more inclusive, equitable, and competitive learning environment that prepares students for the challenges of the modern world. 2.6 AI Implementation Case Study Implementing artificial intelligence (AI) in Islamic education has shown significant results in improving the teaching and learning process. Research conducted by Mansoor et al. (2021) highlights how AI can play a role in curriculum development in madrasas. The study found that the use of AI technology allows for more adaptive teaching, where the curriculum can be designed according to the needs and characteristics of students. By implementing AI, educators can analyze student data in more depth to design appropriate learning materials, thereby increasing learning effectiveness. This is especially important in the context of Islamic education, where a deep understanding of religious teachings must be conveyed to the younger generation in a relevant and engaging way. In addition, Abdullah & Salim's (2019) research shows that using chatbots as teaching aids in Islamic education can increase interaction between students and subject matter. Chatbots function as learning companions that can provide information, answer questions, and offer additional resources, making students more active in independent learning. With chatbots, students feel more involved and motivated to learn because they can access real-time assistance. This opens up new opportunities for more interactive and responsive learning, which is much needed in modern education. Thus, the application of AI in the Islamic education sector helps in curriculum design and creates a dynamic and engaging learning environment. 60 © The Authors. All rights reserved. Juwita Tri Lestari et al. 2.7 Conclusions and Recommendations Figure 2. Artificial Intelligence (AI) (https://connectjaya.com/wpcontent/uploads/2020/08/cropped-AdobeStock_20-1.jpg) Artificial Intelligence (AI) has enormous potential to improve the quality of Islamic education in a more personalized and effective way. One of the main advantages of implementing AI in education is its ability to provide a learning experience tailored to students' needs. For example, an AI-based learning system can analyze students' learning styles and progress and give the most appropriate teaching materials and methods. A study by (Jakubik et al., 2024) shows that using AI in education can improve student learning outcomes and teaching efficiency (HolonIQ, 2020). However, adequate support is needed to optimize this potential, such as training for teachers so that they can utilize technology properly and understand how students learn in the context of Islamic education . METHODS This study uses a qualitative approach with a narrative literature study method. This method was chosen to examine how integrating artificial intelligence (AI) in the Islamic education curriculum can improve student learning outcomes. This study focuses on thematic analysis of various existing literature to identify key themes related to the application of AI in Islamic education. 3.1 Research Paradigm The interpretive research paradigm focuses on an individual’s subjective understanding of the phenomenon being studied. In the context of integrating AI into Islamic education, this approach is particularly relevant because education involves not only the transfer of knowledge but also diverse values, beliefs, and cultures. By using the interpretive paradigm, researchers can explore the perspectives of various stakeholders, including educators, students, and parents, to understand how they view and experience the application of AI technology in the context of Islamic education. This allows researchers to gain deeper insights into the challenges, benefits and impacts that this technology may bring, as well as how Islamic values can be integrated into the use of AI. A study by Aydin and Yilmaz (2020) found that implementing new technologies in education often requires adjustments to existing values and practices. This study shows that each individual's experiences and socio-cultural contexts greatly influence attitudes and acceptance of AI in education. Thus, an interpretive approach not only helps researchers understand various perspectives but also provides space for discovering a broader meaning of technology integration in education, especially in Islamic education. Through this in-depth understanding, it is hoped that AI integration can be carried out in a way that is more sensitive to the values and goals of holistic Islamic education. Paradigm in the study in Figure 3. 61 © The Authors. All rights reserved. Juwita Tri Lestari et al. Figure 3. Paradigm Islamic Education with AI This research (Figure 3) explores the multifaceted roles of artificial intelligence (AI) in Islamic education. Firstly, it seeks to identify the benefits of AI in this educational context, particularly how AI can enhance learning experiences and outcomes for students. Studies such as those by Fatimah & Idris (2022) highlight that AI technologies, like virtual reality, can provide immersive learning environments that deepen students' engagement with complex Islamic concepts. By personalizing learning experiences, AI can cater to individual learning styles, thus fostering a more thorough and meaningful understanding of the subject matter. The research endeavors to explain how AI can be integrated into the curriculum of Islamic education. This involves examining practical applications and strategies for embedding AI tools in teaching methodologies. As Hakim & Rahman (2021) demonstrated, AI can facilitate the development of adaptive curriculums that respond to students' varied learning needs, making education more inclusive and effective. The research will analyze various AI applications, such as machine learning and chatbots, which have been shown to enhance student interaction and support independent learning (Abdullah & Salim, 2019). Lastly, the research aims to review the challenges and opportunities associated with applying AI in Islamic education. While AI presents transformative potential, obstacles such as inadequate technological infrastructure and limited teacher training must be addressed. The World Economic Forum (2019) reports that overcoming these challenges requires strategic collaboration among educators, technology developers, and policymakers. By exploring both the hurdles and the potential gains, this study seeks to provide a balanced perspective on AI's role in modernizing and enriching Islamic education. 62 © The Authors. All rights reserved. Juwita Tri Lestari et al. 3.2 Research Design The research design is a narrative literature study that aims to explore and analyze various secondary sources related to the integration of artificial intelligence (AI) in Islamic education as shown in Figure 2. Figure 4. Flowchart Research Integration of Artificial Intelligence in Islamic Education Curriculum In this approach, the researcher collects data from relevant articles, journals, books, and other documents to explore key themes that emerge from the existing literature. This data collection process involves not only searching for information but also critically assessing the quality and relevance of these sources. By using the narrative method, the researcher can construct a narrative that describes how AI can be applied in the context of Islamic education, as well as the challenges and opportunities that may be faced. This study aims to provide a comprehensive picture of the role of AI in supporting learning and teaching that is in accordance with Islamic values. In the context of education, the application of AI has the potential to increase the efficiency and effectiveness of the teaching and learning process. For example, the use of AI-based learning systems can help in personalizing the learning experience for students, allowing them to learn according to their own pace and learning style. A study by Luckin et al. (2016) showed that AI can help in providing faster and more accurate feedback to students, which in turn can improve their learning outcomes. In addition, AI can also be used to analyze learning data and help educators design a curriculum that is more relevant and responsive to student needs. However, it is important to remember that the integration of AI must be carried out by considering ethical principles in Islamic education, so that this technology does not only function as a tool, but also supports the greater educational goals in accordance with Islamic teachings. 3.2.1 Data Collection The data collection process for this study involved a systematic approach to gathering relevant information from a variety of sources related to the integration of artificial intelligence (AI) in Islamic education. Initially, 17 articles and books were selected based on their relevance to the research topic. These sources included scientific journals, conference reports, and other related literature. The process began with identifying pertinent keywords such as "artificial intelligence," "Islamic education," "curriculum," and "personalized learning" to guide the search. Literature searches were conducted through reputable academic databases like Google Scholar, JSTOR, and ScienceDirect. The selection of relevant literature was based on the abstracts and keywords, ensuring that the collected data was pertinent to the research objectives. 63 © The Authors. All rights reserved. Juwita Tri Lestari et al. 3.2.2 Data Analysis Data analysis was conducted using qualitative content analysis methods, which allowed for a thematic exploration of the collected literature. This method involved reading and thoroughly understanding the gathered materials to discern underlying patterns and themes concerning the application of AI in Islamic education. The analysis process included categorizing the data based on key themes such as personalization of learning, feedback provision, and identification of specific student needs. By identifying key findings and relating them to existing literature, the study aimed to provide a comprehensive understanding of how AI can be effectively integrated into Islamic education and the potential benefits it can offer. 3.3 Success Indicators 3.3.1 Enhancing Student Understanding One of the primary indicators of success in integrating artificial intelligence (AI) into the Islamic education curriculum is the enhancement of students' understanding of the subject matter. Empirical evidence suggests that AI can significantly improve students' comprehension by providing tailored learning experiences. For instance, a study by Fatimah & Idris (2022) demonstrated that AI technologies, like virtual reality, create immersive learning environments that help students eng age more deeply with complex Islamic concepts. By offering interactive and context-rich content, AI facilitates a more profound and meaningful grasp of educational material, which is crucial for achieving comprehensive educational goals. 3.3.2 Personalized Learning Experience Another critical success indicator is the ability to offer more personalized learning experiences that are tailored to individual needs. AI's capacity to analyze learning patterns and adapt materials to suit each student's pace and style fosters a more engaging and effective educational environment. For example, research conducted by Hakim & Rahman (2021) showed that machine learning applications could personalize curriculum content, thereby enhancing students' motivation and learning outcomes. This personalized approach ensures that students receive instruction that resonates with their unique learning preferences, making education more inclusive and effective. 3.3.3 Rapid and Accurate Feedback The provision of faster and more accurate feedback is a significant success factor in the integration of AI into Islamic education. AI systems can deliver real-time responses to students' queries and assignments, enabling them to quickly identify and rectify misunderstandings. According to Yusuf & Hanafi (2023), AI-driven feedback mechanisms have been shown to improve academic performance by allowing students to receive immediate insights into their learning progress. This timely feedback not only boosts student confidence but also supports continuous improvement in their academic journey. 3.3.4 Teacher's Ability to Address Specific Needs A successful AI integration also involves enhancing teachers' ability to recognize and meet the specific needs of their students. AI tools can assist educators in identifying learning gaps and tailoring their teaching strategies accordingly. Research by Abdullah & Salim (2019) highlighted that AI applications, such as chatbots, can support teachers in providing targeted assistance, thus facilitating a more student-centered approach to education. By empowering teachers with data-driven insights, AI enables them to offer personalized support, ultimately leading to more effective teaching and improved student outcomes (Juniar & Tambunan, 2023). In summary, the successful integration of AI in Islamic education is marked by enhanced student 64 © The Authors. All rights reserved. Juwita Tri Lestari et al. understanding, personalized learning experiences, rapid feedback, and improved teacher responsiveness to student needs. These indicators, supported by empirical research, underscore the transformative potential of AI to elevate the quality of education in Islamic schools. 3.4 Findings Table The following table summarizes the main findings of the literature study conducted: Aspect Student Understanding Personalization of Learning Feedback Specific Needs of Students Table 1. Findings Table Key Findings AI improves students' understanding of complex material (Fatimah & Idris, 2022). AI enables learning tailored to individual needs (Hakim & Rahman, 2021). Automatic feedback provides fast and accurate responses (Yusuf & Hanafi, 2023). AI helps teachers identify and meet students' specific needs (Zainal et al., 2023). 3.5 Validity and Reliability In research, validity and reliability are two crucial aspects that ensure that the findings are credible and unbiased (Morad, 2021; Sun et al., 2011; Yilmaz et al., 2023). One way to achieve this is through triangulation of data sources, which involves using multiple sources of information to compare and verify results. For example, a researcher may use survey results, interviews, and direct observations to gain a more complete picture of the subject being studied. By comparing data from multiple sources, researchers can identify similarities and differences that can provide deeper insight into the phenomenon being studied. Research by Denzin (1978) shows that triangulation can improve data accuracy and provide a broader perspective on a research problem. In addition to triangulation of data sources, systematic and iterative analysis methods are also important steps in ensuring the accuracy of findings. A structured analysis process allows researchers to identify patterns and relationships in the data that may not be apparent in the initial analysis. For example, qualitative analysis conducted using a coding approach can help researchers organize data and draw more solid conclusions. According to Miles and Huberman (1994), iterative analysis also helps reduce bias and increase reliability, because researchers can re-examine the data and the analysis methods used. Thus, the combination of triangulation of data sources and systematic analysis provides a strong foundation for the validity and reliability of the study, so that the results can be accepted and applied in a wider context. 3.6 Research Ethics This research is committed to complying with basic research ethics principles, including respect for copyright and intellectual property of the literature used. In academia, it is important to acknowledge and reference all data sources in the correct manner, in accordance with established standards. This not only shows the integrity of the researcher but also gives credibility to the research results produced. As stated by the American Psychological Association (APA), acknowledging the sources used is a form of respect for the work of others and is one of the important foundations of scientific research (American Psychological Association, 2020). Thus, this research upholds ethical principles that have been agreed upon globally, so that the results obtained can be accepted and recognized in academic circles. Through a carefully planned approach and method, this study is expected to provide a significant contribution in understanding and optimizing the integration of artificial intelligence (AI) in the Islamic education curriculum. In this context, the use of AI in education has been proven to improve the learning experience and teaching effectiveness (Luckin et al., 2016). This study not only aims to 65 © The Authors. All rights reserved. Juwita Tri Lestari et al. explore the potential of AI in education, but also to ensure that the implementation of this technology is in line with the values of Islamic education. Thus, the results of this study are expected to be a reference for curriculum developers, educators, and policy makers in creating a more innovative and inclusive learning environment, which can ultimately improve the quality of Islamic education in this digital era. RESULT AND DISCUSSION In this section, the results and discussion of research on the integration of artificial intelligence (AI) in the Islamic education curriculum will be described. The main focus is on how AI can improve the quality of learning and provide solutions to problems that exist in Islamic education today. The discussion will cover various aspects from preparation to implementation of AI, as well as reflections and contributions from this research. 4.1 Preparation and Implementation of Research 4.1.1 Research Preparation Research preparation is a crucial step that determines the success of a study, especially in an evolving field such as the application of artificial intelligence (AI) in education. This process begins with the identification of relevant themes, where researchers need to explore the context and objectives of the research to be achieved. In this case, the researcher selected 17 articles and books related to the application of AI in education in general and Islamic education in particular. The use of keywords such as "artificial intelligence," "Islamic education," "curriculum," and "personalized learning" was essential to direct the literature search. By using trusted academic databases such as Google Scholar, JSTOR, and ScienceDirect, researchers could access various sources that support and enrich the understanding of how AI technology can be integrated into the Islamic education curriculum and enhance students' learning experiences. For more details, see Figure 5. Figure 5. Research preparation Research preparation in Figure 5 Systematic literature collection not only supports the theoretical basis of the study but also provides the empirical insights needed to develop hypotheses and methodologies (da Silva et al., 2019; Gonzalez et al., 2024; Ummaroh et al., 2023). Several studies have shown that the application of AI in education can create more personalized and adaptive learning experiences, which is particularly relevant in the context of Islamic education. For example, a study by Luckin et al. (2016) stated that AI technology can assist in the development of curricula that are more responsive to the individual needs of students. In addition, a study by Badran (2020) showed that the integration of AI in Islamic education can strengthen student-centered learning approaches, allowing them to learn in a way that is more suited to their own style and pace. Thus, the initial steps in this research are expected to make a significant contribution to the development of more effective teaching methods in Islamic education in the digital era. 66 © The Authors. All rights reserved. Juwita Tri Lestari et al. 4.1.2 Implementation Flow This study adopts a narrative literature study approach using qualitative content analysis methods, which allows researchers to explore and explore the application of artificial intelligence (AI) in the context of Islamic education. Data collection is carried out by identifying and categorizing relevant literature based on predetermined main themes. This step is important to ensure that the data obtained is not only complete but also relevant, so that it can provide a clear picture of how AI can be integrated into Islamic education. In this process, researchers attempt to map various existing sources, be it journal articles, books, or previous research reports, so that they can provide a broader context for the application of this technology in the world of education (Kim et al., 2024; Nong et al., 2021; Pinski et al., 2024). For more details, see Figure 6. Figure 6. Implementation FLow After data collection, thematic analysis was conducted to identify patterns and relationships between the collected data (Agbo et al., 2021; Zhang, 2024). At this stage, the researcher critically reviewed the literature to find emerging themes related to the use of AI in education. Reflection and elaboration were then conducted to link the findings to existing literature and develop arguments that support the research hypothesis. Thus, this study not only focuses on data collection but also seeks to contribute to a deeper understanding of the impact and potential of AI in improving the effectiveness of Islamic education. As a reference, research by Alavi and Leidner (2001) shows that integrating technology in education can improve the teaching and learning process, which is in line with the findings in this study regarding the use of AI in Islamic education. Workflow for Conducting a Narrative Literature Study on AI in Islamic Education Table 2 below presents a comprehensive overview of the workflow for conducting a narrative literature study on AI in Islamic education. It follows best practices for research methodology tables, ensuring clarity and conciseness. Phase 1. Research Preparation 2. Data Collection Table 2. Worlkflow for conducting Literature Study Step Description 1.1 Define - Articulate research questions and objectives focused Research on AI in Islamic education- Determine study scope, Objectives including time frame and specific aspects to explore 1.2 Identify - Explore research context and objectives- Identify key Relevant Themes themes (e.g., AI integration, ethical considerations, impact on learning outcomes) 1.3 Keyword - Develop list of relevant keywords (e.g., "artificial Selection intelligence", "Islamic education", "curriculum", "personalized learning") 1.4 Database - Choose trusted academic databases (e.g., Google Selection Scholar, JSTOR, ScienceDirect) 2.1 Systematic - Conduct comprehensive search using identified Literature Search keywords across selected databases- Apply inclusion and exclusion criteria 67 © The Authors. All rights reserved. Juwita Tri Lestari et al. 2.2 Screening and Selection 2.3 Organization of Literature 3. Data Analysis 3.1 Qualitative Content Analysis 3.2 Thematic Analysis 3.3 Narrative Synthesis 4. Interpretation and Reporting 5. Quality Assurance and Validation 4.1 Critical Analysis 4.2 Contextual Interpretation 4.3 Report Writing 4.4 Visualization of Findings 5.1 Peer Review 5.2 Reflexivity - Review titles and abstracts for relevance- Conduct fulltext review of potentially relevant sources- Create final list of selected literature - Use reference management software to organize and categorize selected literature- Create database or spreadsheet to track key information - Interpret textual data by identifying patterns, themes, and concepts- Develop coding scheme and categorize data - Identify, analyze, and report patterns or themes within collected data- Follow steps: familiarization, initial coding, theme searching, theme review, theme definition, report production - Integrate findings from multiple studies- Focus on AI applications, impact on learning outcomes, ethical considerations, and best practices - Evaluate quality and relevance of selected literatureIdentify research gaps and potential future study areas - Interpret findings within the context of Islamic education principles and values - Develop a comprehensive narrative addressing research objectives- Structure report with introduction, methodology, results, discussion, implications, and conclusion - Create visual representations (e.g., concept maps, infographics) to illustrate key themes and relationships - Engage colleagues or experts to review analysis and interpretation- Incorporate feedback to enhance validity and reliability - Maintain reflexive journal throughout the research process- Address study limitations in the final report 4.2 Implementation of AI in Islamic Education 4.2.1 Student Understanding and Personal Learning The study results show that AI has great potential in improving students' understanding of the subject matter. AI allows the adjustment of materials according to students' speed and learning style, increasing motivation and learning outcomes (UNESCO, 2020). In Islamic education, AI can help students understand complex concepts relevant to their daily lives (Hakim & Rahman, 2021). Table 3: Impact of AI on Student Understanding Learning Aspects Impact of AI Understanding the Material Improve conceptual understanding Motivation Increasing student engagement Learning outcomes Improving academic achievement Based on the research reports provided in Table 3, I will compile and analyze the gathered information to write two comprehensive paragraphs on AI's impact on student understanding and personalized learning in Islamic education. Artificial Intelligence (AI) is revolutionizing Islamic education by significantly enhancing student understanding and facilitating personalized learning experiences. AI powered tools and platforms are transforming the traditional one-size-fits-all approach to education by tailoring content and pacing to individual student needs, learning styles, and speeds. In Islamic education, AI enables the creation of adaptive learning systems that can assess students' comprehension of complex religious concepts in real time, adjusting the difficulty and presentation of material accordingly. This personalization ensures that each student receives appropriate challenge and support, leading to improved engagement and a deeper understanding of Islamic 68 © The Authors. All rights reserved. Juwita Tri Lestari et al. teachings. AI-driven intelligent tutoring systems provide immediate feedback and guidance, helping students overcome learning obstacles and maintain motivation throughout their educational journey. Furthermore, AI facilitates the development of interactive and immersive learning environments, such as virtual reality simulations, which allow students to visualize and internalize abstract religious concepts more effectively. These technologies enhance comprehension and foster a stronger connection to Islamic principles by providing contextually rich experiences that bridge the gap between theoretical knowledge and practical application in daily life. By leveraging AI's capabilities to analyze student performance data, educators can identify areas where students struggle and adjust their instructional strategies accordingly, ensuring that complex Islamic concepts are effectively communicated and understood. For more details, see Figure 7. Figure 7. Integration of AI in Islamic Education The integration of AI in Islamic education extends beyond mere content delivery, profoundly impacting student motivation and the application of knowledge in real-world contexts (Sukkar et al., 2024; Swindell et al., 2024a). AI-powered chatbots and virtual assistants offer instant support and personalized assistance, creating a more engaging and interactive learning environment that boosts student motivation. These tools simulate human-like interactions, making learning more enjoyable and fostering positive emotional experiences that enhance students' willingness for autonomous learning. By automating routine educational tasks (Chen & de Luca, 2021a; Zulaikha et al., 2020), AI frees educators to focus on more meaningful interactions with students, guiding them in applying Islamic principles to real-world situations and deepening their practical understanding of the faith. AI's role in creating personalized learning pathways ensures that students receive content that aligns with their spiritual and intellectual needs, encouraging them to integrate Islamic values into their daily lives more effectively (Jadli et al., 2023; Swindell et al., 2024b). Moreover, AI-driven assessment tools efficiently evaluate student performance, enabling targeted interventions that address specific learning gaps and improve overall comprehension (Kerzel, 2021; Yadav & Gulati, 2024). Using virtual reality and simulation-based learning environments powered by AI allows students to immerse themselves in interactive scenarios that bring Islamic teachings to life, enhancing their comprehension and retention of the material (Farrokhi et al., 2020; Raquib et al., 2022; Sutiene et al., 2024). This multifaceted approach to Islamic education, facilitated by AI, not only improves the quality of instruction but also empowers students to apply their knowledge in meaningful ways (Chen & de Luca, 2021b; Lippi et al., 2020), ultimately enriching their personal and spiritual lives. 69 © The Authors. All rights reserved. Juwita Tri Lestari et al. 4.2.2 Feedback and Needs Identification AI also provides fast and accurate feedback, essential for students' academic development (K. Guo et al., 2024; Jürgensmeier & Skiera, 2024). This feedback allows students to identify and correct errors immediately and allows teachers to recognize students' specific needs. Table 4: Effectiveness of AI Feedback Indicator Explanation Speed Quick response to student errors Accuracy Appropriate feedback according to student needs Teaching Adaptation Teachers can adjust teaching methods Artificial Intelligence (AI) has emerged as a transformative force in education, particularly in the realms of feedback provision and needs identification. AI-powered feedback systems offer unprecedented capabilities in providing rapid, personalized, and accurate responses to student work, significantly enhancing the learning process (Abonamah et al., 2021; Owens et al., 2022). These systems excel at analyzing vast amounts of student data to identify patterns and trends indicative of learning gaps, enabling targeted interventions that far surpass traditional assessment methods in both speed and accuracy. For instance, adaptive learning platforms use AI algorithms to create personalized learning experiences by assessing individual student strengths, weaknesses, and learning preferences, recommending tailored lessons and activities that address specific learning gaps in real-time. This level of personalization ensures that each student receives an educational experience optimized for their unique needs and learning style. AI employs predictive analytics to anticipate potential areas where students might face difficulties, allowing for early intervention and support, potentially preventing academic setbacks. The implementation of AI feedback systems has shown promising results, as evidenced by case studies such as the University of Murcia's AI-powered chatbot, which demonstrated high proficiency in answering student inquiries (Reshetnikova & Mikhaylov, 2023; Sipola et al., 2023), and Knewton's adaptive learning program, which improved test scores by 62% compared to students who did not use the program. These examples highlight the potential of AI to significantly enhance student engagement, motivation, and learning outcomes through personalized and timely feedback. While the benefits of AI feedback systems are substantial, their implementation is not without challenges and ethical considerations. One significant concern is the potential for bias and errors in AI feedback. AI models trained on biased datasets can perpetuate these biases in their feedback, leading to unfair or inaccurate outcomes for students, particularly in diverse educational settings. Additionally, AI systems can sometimes generate misinformation or "hallucinations," providing plausible but incorrect feedback that can mislead students and educators. This necessitates a critical evaluation of AI-generated feedback to ensure its accuracy and reliability. Another limitation is the risk of over-reliance on AI systems, which can potentially diminish critical thinking and problemsolving skills among students. When students depend heavily on AI for feedback and solutions, they may become less inclined to engage deeply with the material or develop independent learning strategies. Privacy concerns also pose a significant challenge, as AI feedback systems often require access to large amounts of personal data, including student performance and behavior. Ensuring the security of this data and protecting it from breaches is crucial, as any misuse or unauthorized access could have severe consequences for students and educational institutions. To address these challenges, it is essential to implement robust data protection measures, establish clear policies for responsible AI use, and maintain a balance between AI-driven feedback and human interaction to ensure a holistic educational experience. 70 © The Authors. All rights reserved. Juwita Tri Lestari et al. Reflecting on the impact of AI feedback systems on teaching practices, it's clear that these technologies are reshaping the role of educators and the nature of classroom interactions. AI tools often include analytics dashboards that aggregate performance data, including usage trends and competency gaps, enabling teachers to make informed decisions about lesson adjustments and interventions. This data-driven approach creates a more responsive and effective learning environment, allowing teachers to quickly identify areas where students are struggling and provide targeted support. Furthermore, by automating routine tasks such as grading and feedback collection, AI frees up educators' time, allowing them to focus on more meaningful interactions with students. This shift not only improves the efficiency of classroom management but also fosters a more supportive and engaging learning environment. However, the integration of AI feedback systems also necessitates a shift in educators' skills and responsibilities. Teachers will need to develop strong data literacy skills to effectively interpret and act on AI-generated insights, and their roles may evolve towards becoming facilitators and mentors, with AI handling more routine tasks. As AI becomes more prevalent in education, addressing ethical concerns around data privacy, algorithmic bias, and the appropriate balance of AI and human interaction will be crucial. The future of education will likely involve a blended approach that leverages the strengths of both AI and human educators, with ongoing research and adaptation of educational practices necessary to harness the potential of AI while mitigating its limitations fully. Figure 8. Potential of AI while mitigating its limitations fully 4.3 Challenges and Opportunities Although AI offers many benefits, the challenges in its implementation cannot be ignored (Tariq, 2024). Lack of technological infrastructure and training for teachers are major obstacles (World Economic Forum, 2019). Therefore, support from governments and educational institutions is essential to overcome these challenges (Sajja et al., 2024; Zhuang et al., 2017). In addition to the challenges, this study also identified significant opportunities for the development of Islamic education through AI (Barredo Arrieta et al., 2020; Dirnfeld et al., 2024; Sharma et al., 2023). Collaboration between educational institutions, technology developers, and governments can drive innovation and ensure the effective and sustainable use of AI (Al-Harthy, 2021). This research provides an important contribution in advancing Islamic education by utilizing AI technology. These findings are expected to be a guide for educators, technology developers, and policy makers in implementing AI effectively. In today's digital era, the use of Artificial Intelligence (AI) in education is very important, especially in Islamic schools. Teacher training is a crucial first step to ensure that teachers can use AI optimally. Research shows that teachers who are well-trained in 71 © The Authors. All rights reserved. Juwita Tri Lestari et al. technology can significantly improve the learning process and academic outcomes of students. For example, a study conducted by Hwang and Chen (2017) showed that adequate training for teachers in the use of technology can reduce the digital divide in the classroom, increase student engagement, and encourage more innovative learning methods. Therefore, investing in teacher training that focuses on the use of AI not only improves teacher competence but also creates a more interactive and productive learning environment. In addition to teacher training, the development of technological infrastructure in Islamic schools is also very necessary to support the integration of AI in the learning process (Krishnamoorthy et al., 2022; Plantin & Punathambekar, 2019; Sresakoolchai & Kaewunruen, 2022). Without adequate infrastructure, the potential of AI cannot be utilized optimally. Research by Selwyn (2016) underlines the importance of good technological infrastructure, which includes fast internet access, adequate hardware, and relevant educational software. In addition, collaboration between educational institutions, technology developers, and the government is essential to create an ecosystem that supports effective AI integration. This collaboration can produce technological solutions that are in accordance with the needs of Islamic education, as well as ensuring that all students have equal access to the necessary technology. With these steps, it is hoped that education in Islamic schools can be more relevant and ready to face future challenges. See Figure 9. Figure 9. Integration of AI into the Islamic education curriculum Integrating AI into the Islamic education curriculum offers significant opportunities to improve the quality of learning (Aeni et al., 2024; Liu et al., 2022; Perkins et al., 2024). By utilizing AI technology, educational institutions can create a more interactive and personalized learning environment. AI can help in adjusting learning materials according to the needs and abilities of each student, so that the learning process becomes more effective. For example, an AI-based learning system can analyze student performance data and provide specific feedback, making it easier for teachers to design teaching strategies that are appropriate to class characteristics. In addition, with an AI-powered learning platform, students can access a wider range of educational resources, including materials related to Islamic values that can be integrated into the curriculum. Research conducted by Hamid et al. (2021) shows that the use of technology in education, including AI, can increase student motivation and engagement, which are important factors in achieving the goals of comprehensive Islamic education. 72 © The Authors. All rights reserved. Juwita Tri Lestari et al. Realize the successful integration of AI in Islamic education, close collaboration between educators, technology developers, and other stakeholders is needed. Innovation in teaching methods and adaptive curriculum is essential to face the challenges of the ever-changing era. Holistic Islamic education must be able to respond to social and technological changes, so that its relevance and effectiveness are maintained. In addition, training for teachers to understand and utilize AI technology in teaching is also very necessary. According to a study by Ali & Al-Hamadi (2022), the success of technology integration in education is highly dependent on the readiness and ability of educators to use these tools. With a planned and collaborative approach, the integration of AI in Islamic education will not only improve the quality of learning but also prepare students to become individuals who are better prepared to face future challenges (Maruyama, 2022; Santhiya et al., 2022). CONCLUSION This study highlights the great potential of integrating artificial intelligence (AI) into the Islamic education curriculum. From the literature analysis conducted, it was found that AI can significantly improve students' understanding of the subject matter, facilitate more personalized learning, and provide faster and more accurate feedback. AI also helps teachers in recognizing students' specific needs, allowing for the adjustment of teaching to individual abilities. However, the success of this integration is highly dependent on adequate training for teachers and the development of adequate supporting technological infrastructure. Suggestion 1. Teacher Training: Intensive and continuous training needs to be provided for teachers so that they can optimally utilize AI technology in the teaching process. 2. Infrastructure Development: Building adequate technological infrastructure in Islamic schools should be a priority so that AI integration can run smoothly and effectively. 3. Multisectoral Collaboration: Encouraging collaboration between educational institutions, technology developers, and governments is critical to ensuring the effective and sustainable use of AI in Islamic education. 4. Further Research: Further research is needed to explore practical ways to integrate AI into everyday curricula, as well as how AI can support inclusive and equitable learning for all students. By implementing these suggestions, it is hoped that AI integration can make a significant contribution to advancing Islamic education that is more adaptive and responsive to the needs of the times. REFERENCES Abdullahi, T., Singh, R., & Eickhoff, C. (2024). Learning to Make Rare and Complex Diagnoses With Generative AI Assistance: Qualitative Study of Popular Large Language Models. 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