Integrating Artificial Intelligence into Islamic education requires a pedagogical model that preserves teachers’ epistemic authority while addressing adolescents’ health needs. This study examines the implementation, pedagogical affordances, and limitations of ChatGPT-assisted Fiqh al-Ṭahārah learning and develops a model for strengthening Islamic value-based reproductive health literacy. Employing a qualitative single-case study design, the research was conducted at MA Al Ishlah Banjarejo Blora. Data were collected through observations, semi-structured interviews, documentation, and analysis of students’ interactions with ChatGPT, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed three stages of implementation: preparation, inquiry-based interaction, and reflection and verification. ChatGPT provided a psychologically safer space for sensitive questions, flexible access to explanations, contextualized Fiqh learning, increased engagement, and critical AI literacy. However, its use was constrained by potential inaccuracies, oversimplification of differences among Islamic legal schools, prompt quality, unequal access, and privacy and ethical concerns. The resulting AI-Assisted Thaharah Learning Model integrates AI-assisted inquiry, teacher facilitation, source verification, and Islamic value internalization while maintaining teachers’ pedagogical, epistemic, and moral authority.
