The Dual Role of Artificial Intelligence in In-Depth Learning of Islamic Religious Education in Elementary Schools

Abstract

This study aims to critically analyze the dual role of Artificial Intelligence (AI) in in-depth learning of Islamic Religious Education (PAI) in elementary schools, particularly in relation to the formation of students' spiritual understanding and awareness. The method used was a qualitative approach through a literature review combined with a systematic literature review (SLR). Data were obtained from scientific articles published between 2021 and 2026 relevant to the themes of AI, deep learning, and religious education. They were then analyzed using thematic analysis techniques to identify patterns, trends, and contradictions in the role of AI in learning practices. The research findings show that AI has a paradoxical dual role. On the one hand, AI increases access to knowledge, learning engagement, personalization of materials, and evaluation efficiency, making learning more interactive and adaptive. However, on the other hand, AI has the potential to reduce the depth of learning by encouraging instantaneousness, weakening reflection, and shifting the learning orientation from process to outcome. The findings also indicate that AI predominantly strengthens cognitive aspects, while the affective and spiritual dimensions tend to be neglected.