Artificial Intelligence and Its Impact on the Learning Experiences of Islamic Primary Teacher Education Students

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly changed the practice of learning in higher education. Previous research has focused on the academic benefits and challenges of AI. This research aims to explore the experience of students of the Madrasah Ibtidaiyah STAI Al-Hikmah Medan Teacher Education Study Program in utilising AI for academic learning activities. The phenomenological qualitative method was used by involving ten PGMI students who were selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis. These findings reveal three main themes: first, AI as a learning support tool; second, the pedagogical, ethical, and spiritual implications of AI integration; and third, the role of AI in shaping professional identity. Students consider AI to be a complementary learning resource that improves learning efficiency, facilitates understanding of complex material, and supports independent learning. However, they also expressed concerns regarding information accuracy, over-dependence, and potential decline in critical thinking. A typical finding is that students' perceptions of the ethical use of AI are strongly influenced by Islamic values, specifically trust, honesty, and responsibility. Additionally, students view AI as a means to strengthen their technological competencies while maintaining their role as future educators responsible for character development, emotional support, and spiritual guidance. This study contributes to the growing literature on AI in higher education by highlighting the interaction between technology, ethics, spirituality, and the formation of professional identities in the context of faith-based teacher education