Humanizing Technology Values-Based Elt Througt Ai and Ict Intergration in The Madrasah Tsanawiyah Classroom

Abstract

This study aims to examine how the integration of artificial intelligence and information and communication technology can be humanized through values-based English language teaching in junior high schools. This study employs a qualitative method using a case study approach grounded in connectivism theory, sociocultural theory, and deep learning pedagogy, focusing on Year 9 students participating in a technology-assisted project to write descriptive texts about Indonesian fauna. Data were collected through classroom observation, analysis of student work, peer feedback notes, and reflective interviews. Data analysis was conducted thematically by identifying patterns of linguistic engagement, social interaction, and the internalization of values. The results indicate that the use of artificial intelligence enhances vocabulary variety, grammatical accuracy, and student confidence, whilst the use of collaborative technology strengthens interaction and the construction of shared knowledge. The integration of a love-based curriculum has proven capable of transforming learning activities from mere academic tasks into more humanistic learning experiences by fostering empathy, care for living beings, and moral responsibility. These findings confirm that technology serves as a support for language skill development, while teachers play a central role in guiding, directing, and humanizing the learning process through the instillation of values, critical reflection, and the reinforcement of contextual meaning within an Islamic educational environment.