Artificial Intelligence Literacy and Digital Ethics among University Students: An Islamic Education Perspective at Universitas Muhammadiyah Kudus
DOI:
https://doi.org/10.61455/sujiem.v4i01.639Keywords:
artificial intelligence literacy, digital ethics, university students, islamic education, responsible ai useAbstract
Objective: This study aims to analyze the level of artificial intelligence (AI) literacy and digital ethics among students at Universitas Muhammadiyah Kudus and to examine the effect of AI literacy on digital ethics from an Islamic education perspective. Theoretical framework: The study is grounded in the integration of AI literacy, digital ethics, and Islamic educational values. AI literacy encompasses understanding, application, critical evaluation, and risk awareness, while digital ethics emphasizes academic integrity, information verification, privacy protection, transparency, and responsible AI use. Islamic values of amanah (trustworthiness), sidq (truthfulness), tabayyun (verification), maslahah (public benefit), and hifz al-‘aql (protection of intellect) provide an ethical foundation for responsible AI use. Literature review: Previous studies have highlighted the importance of AI literacy for students’ technological competence and the growing need for digital ethics in academic environments. However, limited research has empirically examined the relationship between AI literacy and digital ethics while integrating Islamic educational values into a single analytical framework. Method: This study employed a quantitative explanatory approach using a cross-sectional survey design. Data were collected through a five-point Likert-scale questionnaire measuring AI literacy and digital ethics. Data were analyzed using descriptive statistics and simple linear regression at a significance level of 0.05. Results: AI literacy was categorized as high (mean = 3.96), as was digital ethics (mean = 4.05). AI use and application obtained the highest score, whereas critical evaluation of AI-generated outputs was the lowest. Regression analysis revealed a positive and significant relationship (R = 0.621; R² = 0.386; p < 0.001), indicating that AI literacy explained 38.6% of the variance in digital ethics. Implications: AI education should integrate technical competence, critical evaluation, information verification, privacy awareness, and ethical character formation. Novelty: The study’s novelty lies in integrating AI literacy, digital ethics, and Islamic values into one empirical framework, demonstrating that AI literacy is an important factor in strengthening students’ digital ethical behavior.
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