Character Value Negotiation in Artificial Intelligence-Based Learning: Study of Madrasah Aliyah Teachers

Abstract

The integration of artificial intelligence (AI) in Islamic education presents new challenges in the negotiation of character values in Madrasah Aliyah. This study aims to analyze how Madrasah Aliyah teachers negotiate Islamic character values amid the increasingly massive wave of AI-based learning. The study employs a phenomenological qualitative approach involving 12 teachers from 4 State Madrasah Aliyah in Central Java Province. Data were collected through in-depth interviews, classroom observations, and documentation analysis. The results reveal that teachers serve as active value mediators, integrating Islamic ethics into AI utilization through three primary strategies: value contextualization, reflective supervision, and technology-based spiritual reinforcement. The study concludes that character value negotiation in the AI era requires adaptive and collaborative pedagogical-theological competencies. Madrasah Aliyah teachers can serve as effective character transformation agents when supported by institutional policies responsive to technological development.