Integrating AI Chatbots into Islamic Education
Effects on Students’ Self-Regulated and Learning Outcomes at SMP IT Pondok Tahfizh Qur'an Kepulauan Bangka Belitung
DOI:
https://doi.org/10.7401/qxyfsn30Keywords:
AI-powered chatbots, Islamic Education, Self-Regulated Learning, Learning Outcomes, Educational Technology IntegrationAbstract
Research Objective – This study aims to examine the effects of integrating AI-powered chatbots into Islamic education on students’ self-regulated learning (SRL) and learning outcomes at the junior high school level.
Methodology – A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest was employed. The participants were 64 eighth-grade students at SMP IT Pondok Tahfizh Qur'an Kepulauan Bangka Belitung, Indonesia, divided into an experimental group receiving AI chatbot–supported instruction and a control group receiving conventional teacher-centered instruction. Data were collected using an adapted Self-Regulated Learning questionnaire and an achievement test, and analyzed through descriptive statistics, independent-samples t-tests, gain score analysis, and Pearson correlation.
Findings – The results indicate that students in the experimental group demonstrated significantly higher improvements in both self-regulated learning and learning outcomes compared to the control group (p < 0.001). A strong positive correlation was also found between SRL and learning outcomes (r = 0.68), suggesting that enhanced self-regulation contributes meaningfully to academic achievement.
Research Implications/Limitations – The findings highlight the pedagogical potential of AI chatbots to foster learner autonomy and academic performance in Islamic education, although generalizability is limited by the single-institution sample.
Originality/Value – This study provides novel empirical evidence on AI chatbot integration in Islamic secondary education, linking SRL development with learning outcomes within a faith-based context.
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