https://staialhikmahpariangan.ac.id/ejournal/Journal/index.php/alhijr <p style="text-align: justify;">Al-Hijr: Journal of Adulearn World is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The Journal of Adulearn World (JOAW) is published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.</p> <div id="tabs-1"> </div> Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia en-US Al-Hijr: Journal of Adulearn World 2829-3894 https://staialhikmahpariangan.ac.id/ejournal/Journal/index.php/alhijr/article/view/1212 <p>The rigidity of traditional standardized education often fails to address the diverse cognitive needs of modern learners, necessitating a paradigm shift toward more adaptive instructional models. This study investigates the transformative potential of integrating Artificial Intelligence (AI) into secondary curricula to facilitate the transition from mass instruction to personalized pedagogy. Utilizing a mixed-methods quasi-experimental design, we evaluated the academic and operational impact of an AI-driven adaptive learning framework on a cohort of 600 students and 30 educators over a twelve-week intervention. The research benchmarked an AI-augmented experimental group against a control group receiving traditional direct instruction using standardized assessments and telemetry data. Empirical results demonstrate that the AI-integrated model yielded a statistically significant 11.4% increase in concept mastery (p&lt;0.001) and substantially compressed the achievement gap within the classroom. Furthermore, the automation of administrative tasks reclaimed five hours of weekly instructor time, facilitating a strategic redistribution of labor toward high-value mentorship. We conclude that AI acts as a critical force multiplier that does not replace the teacher but fundamentally restructures the instructional core, validating a “Symbiotic Intelligence” approach that couples machine efficiency with human empathy to optimize educational outcomes.</p> Pahmi Pahmi Nour Ibrahim Zain Nizam Copyright (c) 2026 Pahmi Pahmi, Nour Ibrahim, Zain Nizam https://creativecommons.org/licenses/by-sa/4.0 2026-02-28 2026-02-28 5 1 15 31 10.55849/alhijr.v5i1.1212 https://staialhikmahpariangan.ac.id/ejournal/Journal/index.php/alhijr/article/view/1213 <p>The rapid adoption of digital technologies in education has prompted the exploration of innovative tools to enhance teacher-student interactions in virtual classrooms. Among these tools, AI-powered virtual teaching assistants, such as ChatGPT, have emerged as promising solutions to address challenges related to engagement, feedback, and personalized learning. However, despite their growing presence, the specific role of ChatGPT in improving interactions within digital classrooms remains underexplored. This study aims to investigate the impact of ChatGPT on teacher-student interactions, focusing on its ability to enhance engagement, provide personalized feedback, and support administrative tasks. A mixed-methods approach was employed, combining surveys, interviews, and usage logs from 30 teachers and 150 students across high school and university settings. The results indicate a significant improvement in engagement and feedback quality, with both teachers and students reporting increased satisfaction and interaction efficiency. Additionally, ChatGPT’s role in managing routine administrative tasks was found to alleviate teacher workload. The study concludes that ChatGPT can effectively complement traditional teaching methods by facilitating more interactive, personalized, and efficient learning experiences in digital classrooms. Future research should explore the long-term effects of AI tools on education and address ethical considerations such as data privacy and algorithmic bias.</p> Rustiyana Rustiyana Park Jihoon Charlotte Thomsen Copyright (c) 2026 Rustiyana Rustiyana, Park Jihoon, Charlotte Thomsen https://creativecommons.org/licenses/by-sa/4.0 2026-02-28 2026-02-28 5 1 1 14 10.55849/alhijr.v5i1.1213