Teachers' Pedagogical Adaptation to Artificial Intelligence-Enhanced Learning: Practices and Challenges in an Islamic Senior Secondary School

Abstract

This study aims to analyze teachers’ pedagogical adaptation to the use of Artificial Intelligence (AI) in learning at MAN 1 Lubuklinggau, focusing on teachers’ understanding and utilization of AI, the challenges encountered, and pedagogical adaptation strategies for integrating AI ethically, pedagogically, and contextually. This study employed a qualitative approach using an instrumental case study. Participants were selected through purposive sampling and consisted of the head of the madrasah, the vice principal for curriculum, teachers who use AI, and students as supporting informants. Data were collected through observation, interviews, literature study, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings indicate that teachers’ understanding of AI varies, and AI is primarily utilized as a supporting tool for preparing learning materials, finding references, developing learning media, and designing evaluation instruments. Pedagogical adaptation occurs during the planning, implementation, and evaluation stages, with teachers continuing to verify and adapt AI-generated outputs to learning objectives and students’ characteristics. The challenges include differences in digital competence, limited prompt-writing skills, difficulties in selecting appropriate AI applications, limited time, the need to verify information, and inadequate supporting facilities. Teachers respond through training, workshops, self-directed learning, and collaboration. Institutional support from the madrasah is also essential for sustaining adaptation. These findings demonstrate that AI utilization is a process of professional adaptation that maintains the teacher’s role as a designer, facilitator, guide, and evaluator of learning.