The Strategy of Islamic Religious Education Teachers in Instilling Ethics of Artificial Intelligence Use among Students at SMA Panca Budi Medan

Abstract

The rapid development of artificial intelligence (AI), particularly generative AI, creates opportunities and ethical challenges for senior high school students. AI may support idea generation, literacy practice, summarizing, and personalized learning; however, it may also lead to plagiarism, dependency, information bias, privacy violations, and weakened academic honesty. This article aims to formulate Islamic Religious Education teacher strategies for internalizing ethical AI use among students at SMA Panca Budi Medan. The study was designed as descriptive qualitative research with a case-study orientation, employing observation, interviews, and documentation as data collection techniques. Data analysis used data condensation, data display, and conclusion drawing. The findings indicate six main strategies: value-based AI literacy, integrating AI ethics into Islamic Religious Education materials, case-based learning, cultivating digital tabayyun, assessment emphasizing process originality, and school-parent collaboration in monitoring AI use. These findings demonstrate that Islamic Religious Education teachers have a strategic role as moral guides, digital literacy facilitators, and role models for responsible technology use. The strategies align with Islamic educational principles emphasizing honesty, trustworthiness, responsibility, learning etiquette, and public benefit in technology utilization.