PENGGUNAAN CHATBOT AI OLEH GURU PENDIDIKAN ISLAM SABAH: PENGALAMAN BANDAR DAN LUAR BANDAR [AI CHATBOTS IN ISLAMIC EDUCATION TEACHING IN SABAH: RURAL AND URBAN TEACHERS’ EXPERIENCES]
Keywords:
chatbot AI generatif, jurang digital, Pendidikan Islam, Sabah, penerimaan teknologi, tadbir urus AI, infrastruktur, generative AI chatbot, digital divide, Islamic Education, Sabah, technology acceptance, AI governance, infrastructureAbstract
Abstrak Chatbot AI generatif seperti ChatGPT semakin digunakan dalam pengajaran dan pembelajaran (PdP) kerana mampu memberi respons segera, penerangan bertahap dan latihan kendiri. Namun, manfaatnya tidak seimbang apabila prasarana digital dan sokongan institusi berbeza antara sekolah. Artikel ini meneroka pengalaman guru Pendidikan Islam di Sabah menggunakan chatbot AI dengan tumpuan kepada jurang digital di peringkat sekolah. Kajian kualitatif melalui temu bual separa berstruktur dalam talian melibatkan enam guru (G1–G6) dari sekolah bandar dan luar bandar. Data dianalisis menggunakan analisis tema refleksif. Dapatan memusat pada tema “Limitasi Infrastruktur dan Sokongan” dengan tiga subtema: (i) capaian internet dan akses peranti tidak seragam, (ii) gangguan teknikal serta kebimbangan privasi dan keselamatan data, dan (iii) sokongan pentadbiran terhad serta ketiadaan polisi jelas. Guru luar bandar lebih menekankan isu akses dan kestabilan rangkaian, manakala guru bandar menekankan tadbir urus dan sokongan organisasi. Berpandukan lensa Technology Acceptance Model (TAM) dan Theory of Planned Behavior (TPB), dapatan menunjukkan bahawa syarat pelaksanaan membentuk kemudahan penggunaan yang dirasai dan kawalan tingkah laku yang dirasai, sekali gus mempengaruhi kelangsungan penggunaan. Kajian ini mencadangkan pembinaan “ekosistem sokongan minimum” yang merangkumi prasarana, pembangunan kapasiti, bantuan teknikal dan garis panduan etika bagi menyokong integrasi yang lebih inklusif dan mampan.
Abstract: Generative AI chatbots such as ChatGPT are increasingly used in teaching and learning because they can provide rapid responses, step-by-step explanations and self-study practice. However, these benefits are uneven when digital infrastructure and institutional support differ across schools. This article examines Islamic Education teachers’ experiences in Sabah with AI chatbots, focusing on school-level digital divide conditions. A qualitative study using online semi-structured interviews involved six teachers (G1–G6) from rural and urban school contexts. Data were analysed using reflexive thematic analysis. Findings centre on an overarching theme of “Infrastructure and Support Limitations” with three subthemes: (i) uneven internet connectivity and device access, (ii) technical disruptions alongside data privacy and security concerns, and (iii) limited administrative support and lack of clear policy direction. Rural teachers emphasised access and network stability, while urban teachers highlighted governance and organisational support. Drawing on the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB), the article argues that implementation conditions shape perceived ease of use and perceived behavioural control, thereby constraining sustained classroom use. It proposes a “minimum support ecosystem” integrating infrastructure, teacher capacity development, technical assistance and ethical guidelines to support more equitable and sustainable integration.
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