Utilization Of Artificial Intelligence In Personalizing Islamic Religious Education Materials For Generation Alpha

Abstract

The background of this study is rooted in the paradigm shift of education in the digital era, in which Generation Alpha (children born between 2010 and 2025) has emerged as a group of pure digital natives with unique cognitive characteristics and learning behaviors. In the context of Islamic Religious Education (IRE), a major challenge lies in the mismatch between conventional, classical, and static teaching methods and the needs of Generation Alpha, who expect learning experiences that are personal, interactive, and instant. Therefore, the integration of Artificial Intelligence (AI) technology is considered an urgent necessity to bridge this gap through more adaptive personalization of instructional materials. The main objective of this study is to explore the potential and mechanisms of utilizing AI in personalizing Islamic Religious Education materials for Generation Alpha students. This research examines how intelligent algorithms can map individual students’ needs and provide religious content that aligns with their learning profiles. The focus of the analysis is directed at three main aspects: adaptability of cognitive content, the use of virtual assistants in independent learning, and the role of data analytics in monitoring individual spiritual development and understanding of Islamic legal principles. This study employs a descriptive qualitative method with a library research approach. An in-depth analysis was conducted on various scientific literature, educational technology journals, and relevant Islamic education curriculum documents to synthesize a conceptual framework. Data were collected through searches of global and national academic databases using keywords related to AI, personalized learning, and the characteristics of Generation Alpha. Content analysis was critically applied to evaluate the effectiveness and psychological impacts of AI utilization in religious education settings. The results indicate that the use of AI through adaptive learning systems can create unique learning paths for each student, enabling more optimal mastery of materials such as tajwid, Qur’anic memorization, and prophetic biography according to individual learning pace. AI has been proven to enhance student engagement through instant feedback and more attractive material visualization. However, this study also identifies serious risks related to digital dependency and the potential erosion of teachers’ authority as moral role models (uswah hasanah) if the technology is not managed within an appropriate Islamic ethical framework. The conclusion emphasizes that AI is a highly transformative instrument for the future of Islamic Religious Education, yet it cannot stand alone as a substitute for educators. The most effective strategy is collaboration between artificial intelligence in cognitive-technical aspects and teachers’ roles in affective-spiritual guidance. It is recommended that curriculum developers and Islamic education practitioners begin adopting AI literacy to ensure that the personalization of religious materials remains within the corridor of sound Islamic creed and authentic values of akhlakul karimah for Generation Alpha