Digital Spiritual Integrity in the Age of Artificial Intelligence: A Conceptual Model of Ethical AI Use among Madrasah Ibtidaiyah Teachers

[English]: Artificial intelligence (AI), particularly generative AI, is entering madrasah teachers’ daily work, yet research on AI in Islamic education stresses benefits and technical readiness more than users’ ethical and spiritual integrity. This conceptual article develops the Digital Spiritual Integrity (DSI) model, defined as the consistency among teachers’ spiritual values, digital ethics, professional responsibility, and pedagogical integrity in using AI, and examines how it relates to educational quality in Madrasah Ibtidaiyah (MI, Islamic primary schools) and to Sustainable Development Goal (SDG) 4. Using an integrative-conceptual literature review with normative conceptual analysis, the article grounds DSI in amanah, tabayyun, ihsan, ikhlas, karamah insaniyyah, and maqasid al-shariah. The resulting model proposes that spiritual leadership shapes DSI; DSI strengthens verified AI-supported learning and professional culture; both relate to educational quality; and Teacher Digital Flexing Culture (TDFC), the tendency to display achievements, status, and technological sophistication, acts as a boundary condition whose direction depends on whether visibility aims at sharing good practice (tahaddus bi-l-ni’mah) or seeking recognition (riya’). Unlike system-level AI ethics principles and competence frameworks, DSI locates integrity in teachers’ everyday decisions. Ten testable propositions and a staged validation agenda are presented without empirical claims. [Indonesian]: Kecerdasan artifisial (artificial intelligence: AI), terutama AI generatif, mulai masuk ke pekerjaan sehari-hari guru madrasah, tetapi kajian AI dalam pendidikan Islam masih lebih menonjolkan manfaat dan kesiapan teknis daripada integritas etis-spiritual penggunanya. Artikel konseptual ini mengembangkan model Digital Spiritual Integrity (DSI), yaitu konsistensi antara nilai spiritual, etika digital, tanggung jawab profesional, dan integritas pedagogis guru dalam menggunakan AI, serta menelaah hubungannya dengan mutu pendidikan di Madrasah Ibtidaiyah (MI) dan Sustainable Development Goal (SDG) 4. Dengan tinjauan literatur integratif-konseptual yang dilengkapi analisis konseptual-normatif, DSI didasarkan pada amanah, tabayyun, ihsan, ikhlas, karamah insaniyyah, dan maqasid al-shariah. Model yang dihasilkan mengusulkan bahwa kepemimpinan spiritual membentuk DSI; DSI memperkuat pembelajaran berbantuan AI yang terverifikasi dan budaya profesional; keduanya berhubungan dengan mutu pendidikan; dan Teacher Digital Flexing Culture (TDFC), yakni kecenderungan menampilkan pencapaian, status, dan kecanggihan teknologi, berperan sebagai kondisi batas yang arahnya bergantung pada orientasi berbagi praktik baik (tahaddus bi-l-ni’mah) atau mencari pengakuan (riya’). Berbeda dari prinsip etika AI tingkat sistem dan kerangka kompetensi, DSI menempatkan integritas pada keputusan sehari-hari guru. Sepuluh proposisi teoretis dan agenda validasi bertahap disajikan tanpa klaim empiris.