ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION AND ISLAMIC CULTURE FOR STUDENTS’ ACADEMIC AWARENESS

Ngatmin Abbas; Iffah Mukhlisah

doi:10.37249/assalam.v10i1.1646

Authors

Ngatmin Abbas Institut Islam Mamba’ul ‘Ulum Surakarta, Indonesia
Iffah Mukhlisah Institut Islam Mamba’ul ‘Ulum Surakarta, Indonesia

DOI:

https://doi.org/10.37249/assalam.v10i1.1646

Keywords:

Artificial Intelligence, Islamic Education, Islamic Culture, Academic Awareness, Higher Education

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed learning practices in higher education, including the ways students access, process, and present academic knowledge. This study aims to examine institutional support for coding and AI learning, explore students’ perceptions of AI, analyze the transformation of students’ academic awareness amid the use of AI, and reconstruct its utilization within the framework of Islamic education and Islamic culture. This research employed a descriptive quantitative approach with a survey design. The participants were 108 students from several private universities in Surakarta and its surrounding areas. Data were collected through an online questionnaire and analyzed using descriptive statistics, including tabulation, percentages, and contextual interpretation. The findings reveal that institutional support for coding and AI learning remains moderate, and students’ understanding of basic AI concepts is similarly moderate. At the same time, most students perceive AI as relevant in supporting academic work in logical, critical, and systematic ways. However, the use of AI cannot be separated from the need to strengthen academic ethics, critical literacy, and a culture of verification. This study concludes that Islamic education and Islamic culture provide an important normative foundation for directing the use of AI so that it serves not merely as a tool of technological efficiency, but also as a means of cultivating students’ critical, reflective, and morally responsible academic awareness.

Downloads

Download data is not yet available.

References

Abbas, N., & Nuriana, M. (2023). Metode Keteladanan Guru Terhadap Kecerdasan Murid. Lisyabab : Jurnal Studi Islam Dan Sosial, 4(1), 26-38. https://doi.org/10.58326/jurnallisyabab.v4i1.155

Arikunto, S. (1998). Pendekatan Penelitian. Jakarta: Rineka Cipta.

Barrett, A., & Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. https://doi.org/10.1186/s41239-023-00427-0

Bittle, K., & El-Gayar, O. (2025). Generative AI and academic integrity in higher education: A systematic review and research agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296

Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., ... Siemens, G. (2024). A meta-systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigor. International Journal of Educational Technology in Higher Education, 21(1), Article 4. https://doi.org/10.1186/s41239-023-00436-z

?erný, M. (2024). AI literacy in higher education: Theory and design. In ?. Tomczyk (Ed.), New media pedagogy: Research trends, methodological challenges, and successful implementations (Communications in Computer and Information Science, Vol. 2130, pp. 364–379). Springer. https://doi.org/10.1007/978-3-031-63235-8_24

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), Article 43. https://doi.org/10.1186/s41239-023-00411-8

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches: New York: Sage Publications.

Doroudi, S. (2023). The intertwined histories of artificial intelligence and education. International Journal of Artificial Intelligence in Education, 33(4), 885–928. https://doi.org/10.1007/s40593-022-00313-2

Du, X., Du, M., Zhou, Z., & Bai, Y. (2025). Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving. International Journal of Educational Technology in Higher Education, 22(1), Article 39. https://doi.org/10.1186/s41239-025-00534-0

Elmahjub, E. (2023). Artificial intelligence (AI) in Islamic ethics: Towards pluralist ethical benchmarking for AI. Philosophy & Technology, 36(4), 73. https://doi.org/10.1007/s13347-023-00668-x

Faizin, N., Alfan, M., Basid, A., Ramadhan, M. R., Panatik, S. A., & Kawakip, A. N. (2025). Muslim students’ acceptance of artificial intelligence in Islamic religious education: An extended TAM approach. Discover Education, 4(1), Article 304. https://doi.org/10.1007/s44217-025-00767-1

Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z. R., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Educational Integrity, 19, Article No. 12. https://doi.org/10.1007/s40979-023-00133-4.

Harnedi, J. (2022). Optimalisasi Peran Pendidikan Islam Di Tengah Masyarakat Modern Dengan Pendekatan Qurani. Jurnal As-Salam, 6(1), 1-10. doi:https://doi.org/10.37249/assalam.v6i1.357

Islamia, I., & Arif, A. R. (2024). Assessing digital literacy skills among Indonesian university students in the age of Society 5.0. Jurnal Educative: Journal of Educational Studies, 9(2), 182-194. doi:https://doi.org/10.30983/educative.v9i2.8678

Jeilani, A., & Abubakar, S. (2025). Perceived institutional support and its effects on student perceptions of AI learning in higher education: The role of mediating perceived learning outcomes and moderating technology self-efficacy. Frontiers in Education, 10, Article 1596886. https://doi.org/10.3389/feduc.2025.1596886

Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20(1), Article 2. https://doi.org/10.1007/s40979-024-00149-4

Lee, C. C., & Low, M. Y. H. (2024). Using GenAI in education: The case for critical thinking. Frontiers in Artificial Intelligence, 7, Article 1452131. https://doi.org/10.3389/frai.2024.1452131

Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., ... Palmer, E. (2024). The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives. Computers and Education: Artificial Intelligence, 6, 100221. https://doi.org/10.1016/j.caeai.2024.100221

Lu, K., Zhu, J., Pang, F., & Shadiev, R. (2025). Understanding the relationship between college students’ artificial intelligence literacy and higher-order thinking skills using the 3P model: The mediating roles of behavioral engagement and peer interaction. Educational Technology Research and Development, 73(2), 693–716. https://doi.org/10.1007/s11423-025-10467-2

Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., & Ward, E. (2025). Student perceptions of AI-assisted writing and academic integrity: Ethical concerns, academic misconduct, and use of generative AI in higher education. AI in Education, 1(1), Article 2. https://doi.org/10.3390/aieduc1010002

Mansoor, H. M., Bawazir, A., Alsabri, M. A., Alharbi, A., & Okela, A. H. (2024). Artificial intelligence literacy among university students—a comparative transnational survey. Frontiers in Communication, 9, 1478476. doi:https://doi.org/10.3389/fcomm.2024.1478476

Moya, B., Eaton, S. E., Pethrick, H., Hayden, K. A., Brennan, R., Wiens, J., . . . Lesage, J. (2023). Academic integrity and artificial intelligence in higher education contexts: A rapid scoping review protocol. Canadian Perspectives on Academic Integrity, 5(2), 59-75. doi:https://doi.org/10.55016/ojs/cpai.v5i2.75990

Nasr, N. R., Tu, C.-H., Werner, J., Bauer, T., Yen, C.-J., & Sujo-Montes, L. (2025). Exploring the impact of generative AI ChatGPT on critical thinking in higher education: Passive AI-directed use or human–AI supported collaboration? Education Sciences, 15(9), 1198. https://doi.org/10.3390/educsci15091198

Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. https://doi.org/10.1007/s10639-022-11316-w

Putra, H. R., & Abdulhakim, L. (2025). Empowering Muslim adolescents through progressive Islamic digital literacy to combat cyberbullying. Multicultural Islamic Education Review, 2(1), 53–62. https://doi.org/10.23917/mier.v2i1.6577

Rahman, M. R. N., & Afandi, N. K. (2024). Islamic Education Students’ Perceptions: A Phenomenological Study on the Ethics of Using Artificial Intelligence (AI) in Learning. J-PAI: Jurnal Pendidikan Agama Islam, 11(1), 45-57. doi:https://doi.org/10.18860/jpai.v11i1.27932

Roslaini, R., Ithriyah, S., Sari, I. P., & Harun, M. (2023). The Utilization of Islamic-Based Texts for Character Innovation: EFL Students’ Perception. Jurnal As-Salam, 7(2), 123-132. doi:https://doi.org/10.37249/assalam.v7i2.658

Rozi, F., Widad, S., & Munif, M. (2025). Utilization of Artificial Intelligence to Improve Students' Understanding through ChatGPT. Islamika, 7(2), 362-376. doi:10.36088/islamika.v7i2.5671

Salim, M. A., & Habibi, F. (2025). AI ChatGPT-Based Islamic Religious Education to Enhance Students’ Critical Thinking and Moral Reasoning. Islamika, 7(4), 716-729. doi:10.36088/islamika.v7i4.5915

Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta, Bandung.

Toker Gokce, A., Deveci Topal, A., Kolburan Geçer, A., & Dilek Eren, C. (2025). Investigating the level of artificial intelligence literacy of university students using decision trees. Education and Information Technologies, 30(5), 6765–6784. https://doi.org/10.1007/s10639-024-13081-4

Wahid, S. H. (2024). Exploring the intersection of Islam and digital technology: A bibliometric analysis. Social Sciences & Humanities Open, 10, 101085. https://doi.org/10.1016/j.ssaho.2024.101085