The Use of AI-based Virtual Assistant to Support Islamic Religious Education and Digital Literacy in Labschool Elementary School

Agung Satria Pamungkas, Ramadhirra Azzahra Putri, Hisny Fajrussalam

Abstract


This study aimed to assess the implementation of an artificial intelligence-based virtual assistant to support Islamic religious education and enhance digital literacy at Labschool Elementary School. The research employed a comprehensive approach, including literature review, system design, virtual assistant development, simulation implementation, and evaluation. The virtual assistant, named SchoolPal, was meticulously developed and integrated with the advanced GPT-4-32K model on the Telegram platform. The evaluation of SchoolPal's performance revealed its remarkable ability to deliver accurate and relevant responses across a wide range of questions. Moreover, students at Labschool Elementary School demonstrated a noticeable improvement in their understanding after engaging with SchoolPal. The findings highlight the tremendous potential of this artificial intelligence-based virtual assistant in effectively supporting and enriching the learning experience at Labschool Elementary School.


Keywords


Artificial intelegence; Digital literacy; Elementary school; Islamic education; Virtual assistant

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DOI: https://doi.org/10.17509/crecs.v3i1.93641

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