Can Artificial Intelligence Reduce Teachers’ Workload Without Compromising Educational Interaction?

• Irfan Alkhotiri

  Sekolah Tinggi Agama Islam Minhajul Haq

  Author

• Eko Budi Prasetyo

  Sekolah Tinggi Agama Islam Mutiara Bangsa

  Author

• Opi Irwansah

  Universitas Al-Irsyad Cilacap, Indonesia

  Author

This study aims to examine the impact of artificial intelligence (AI) utilization as a teaching assistant on teachers’ workload and the quality of educational interactions in Islamic schools (Madrasahs). Employing a mixed-methods sequential explanatory design, the study involved 120 teachers divided into an experimental group (AI users) and a control group. Quantitative findings revealed a significant reduction in the workload of teachers using AI (Δ = -18.5 points, p < 0.001) and a significant improvement in the quality of educational interactions (Δ = +1.4 points, p < 0.001). Furthermore, a strong correlation was found between the reduction in time-related workload and the enhancement of a positive classroom climate (r = -0.72). Qualitative findings indicated that the time saved through AI assistance (16.8 hours per week) was reallocated to personal interactions with students and character development activities. The study confirms that AI has the potential to transform the teacher’s role from mu'allim (knowledge transmitter) to murabbi (character educator), provided that its implementation is managed wisely and ethically.

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