The Utilization of Artificial Intelligence (AI) Technology in Islamic Religious Education to Develop Students’ Spiritual Character at MTs Diniyyah Putri Lampung, Gedong Tataan District, Pesawaran Regency, Lampung Province

Abstract

This study aims to examine the utilization of Artificial Intelligence (AI) in Islamic Religious Education (IRE) and its contribution to strengthening students’ spiritual character at MTs Diniyyah Putri Lampung, Pesawaran Regency, Lampung Province. The study was motivated by the challenges of providing relevant and engaging Islamic Religious Education for a digitally oriented generation, whose familiarity with technology is not always accompanied by strong spiritual awareness. This research employed a qualitative approach with a case study design. The informants included the Head of the Madrasah, IRE teachers, students, dormitory Ummi, and PMDL administrators. Data were collected through in-depth interviews, participatory observations, and documentation of IRE learning activities. The findings indicate that AI was utilized through several applications, including AI-based chatbots to facilitate students’ religious inquiries and spiritual guidance, interactive digital applications to support dhikr and self-reflection (muhasabah), and visual-based AI learning platforms to present Islamic Religious Education materials in a more engaging manner. These applications supported interactive religious learning, encouraged students to reflect on their behavior and religious practices, increased learning motivation, and strengthened emotional engagement with Islamic learning. However, the findings also demonstrate that AI has a supportive rather than substitutive role in spiritual character formation. Teachers remain essential in modeling and cultivating values such as sincerity, patience, discipline, and closeness to Allah SWT through direct guidance and interpersonal interaction. The novelty of this study lies in identifying AI as a complementary pedagogical instrument that connects digital Islamic learning with students’ spiritual self-reflection, while emphasizing the irreplaceable role of teachers in authentic spiritual character formation. This study contributes to the development of technology-integrated Islamic Religious Education by proposing a balanced approach in which AI supports learning innovation without displacing teacher-mediated spiritual formation.