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TRUVACE RECORD VERSION
record: TRV-2026-2092
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-10-21T10:41:51.528129Z
status: published
lens: trace
sector: education
headline: ChatGPT as a Supporting Medium for Islamic Religious Education: Strengthening Students’ Learning Experience and Academic Integrity
dek: The rapid adoption of generative artificial intelligence (AI), particularly ChatGPT, offers opportunities to enhance learning while raising concerns about academic integrity. This study examines the role of ChatGPT in Islamic Religious Education (IRE) and formulates strategies to preserve students’ academic integrity. Using a qualitative library research approach, it analyzes scientific articles, books, policy documents, and other credible sources on generative AI, IRE, learning autonomy, and academic integrity…
gain_title: In Islamic Religious Education, ChatGPT can widen access to learning resources, support independent study, clarify complex concepts, and give preliminary feedback.
problem_title: Excessive reliance on ChatGPT in Islamic Religious Education may encourage plagiarism, weaken critical thinking, reduce originality, and yield inaccurate information.
trace_subject: ChatGPT use in Islamic Religious Education and academic integrity
gain_reading: In Islamic Religious Education, ChatGPT can widen access to learning resources, support independent study, clarify complex concepts, and give preliminary feedback.
gain_evidence: ChatGPT can improve access to learning resources, support independent learning, clarify complex concepts, and provide preliminary feedback
problem_reading: Excessive reliance on ChatGPT in Islamic Religious Education may encourage plagiarism, weaken critical thinking, reduce originality, and yield inaccurate information.
problem_evidence: excessive reliance may encourage plagiarism, weaken critical thinking, reduce originality, and produce inaccurate information
quick_read: A qualitative library study reviewed scientific articles, books, and policy documents on generative AI, Islamic Religious Education, learner autonomy, and academic integrity. It found that ChatGPT can aid students' learning, while heavy dependence creates integrity and quality problems.

The work matters because it frames ChatGPT as a supporting tool rather than a replacement for students' own thinking, with its value tied to teaching design and ethics. The resulting framework comes from literature synthesis alone and has not yet been tested with students or teachers.
limitation: The framework is a conceptual synthesis of existing literature and has not been empirically validated, so its effectiveness in classrooms remains untested.
tag: Dual reading
key_points: The study used qualitative library research with content analysis and thematic synthesis of articles, books, and policy documents. | Reported benefits include better access to resources, independent learning, concept clarification, and preliminary feedback. | Reported risks include plagiarism, weaker critical thinking, reduced originality, and inaccurate information. | Six strategies are proposed, including institutional policies, academic guidelines, and cultivation of academic honesty. | Outputs from ChatGPT must be critically checked against credible scholarly sources.
rundown: The paper examines generative AI, especially ChatGPT, within Islamic Religious Education and asks how students' academic integrity can be preserved while learning benefits are kept.

Its six proposed strategies are institutional policies, academic guidelines, cultivation of academic honesty, higher-order thinking tasks (C4-C6), authentic performance-based assessment, and contextual and problem-based learning.

The authors conclude that ChatGPT's educational value in this field depends on sound pedagogical design and a strong ethical framework, and that students should verify outputs against credible scholarly sources.
sources:
- peer_reviewed | IQRO: Journal of Islamic Education | https://doi.org/10.24256/iqro.v9i3.12421 | 2026-10-21
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