Artificial Intelligence as A Pedagogical Assistant in Hindu Religious Learning

Perspectives of Prospective ECE Teachers

Abstract

Artificial Intelligence (AI) offers new possibilities for supporting learning preparation. In Hindu religious learning for early childhood education, however, its use requires attention to children’s developmental characteristics, cultural and religious contexts, and the teacher’s role. This study aims to analyze the perspectives of prospective Early Childhood Education (ECE) teachers on the use of AI as a pedagogical assistant in Hindu religious learning. A descriptive qualitative approach was employed through semi-structured interviews with eight prospective ECE teacher students at Institut Agama Hindu Negeri Gde Pudja Mataram, selected through purposive sampling. Data were analyzed through data collection, condensation, presentation, and conclusion drawing, supported by qualitative coding procedures. The findings show that participants perceived AI as useful for generating ideas and preparing RPPH, learning activities, stories, songs, games, and visual media. AI was also used to support Hindu religious learning related to bhakti, Tri Hita Karana, Tri Kaya Parisudha, and religious practices. However, participants did not directly adopt AI-generated outputs, instead, the outputs were selected, modified, simplified, and validated according to children’s characteristics, learning objectives, curriculum, cultural context, and Hindu religious values. Participants also expressed concerns about potential dependence on AI and reduced independence in developing learning ideas. The study concludes that AI is perceived as a supporting pedagogical resource rather than a replacement for teachers. Responsible use requires human judgment in selecting, adapting, and validating AI-generated content, while teachers remain essential in providing direct interaction, guidance, and exemplary behavior in Hindu religious learning.