ISSN: 2226-6348
Open access
In the evolving digital era, the integration of technology and artificial intelligence (AI) has become a transformative force in education, significantly impacting the teaching and learning processes across various disciplines. This study examines the role of technology in enhancing student learning in the Introduction to Islamic Law course, a core component of the Bachelor of Laws program. The Introduction to Islamic Law course, a key part of the Bachelor of Laws program, is seeing rapid digital adoption. It covers Islamic law's distinct characteristics, attracting students from both Shariah and non-Shariah backgrounds, including non-Muslims. However, students often face challenges understanding Fiqh principles, Arabic terminology, and the differences between Islamic and civil law systems, with no studies assessing their comprehension. Utilizing a quantitative approach, data were collected from 145 students through a structured questionnaire focusing on demographic profiles, the use of technology in learning, and levels of proficiency in Islamic legal concepts. The analysis reveals that a significant majority of students (62.1%) frequently use technology, such as online learning videos, applications, and AI tools, to deepen their understanding of Islamic law. High levels of student satisfaction (84.1%) and positive impacts on learning outcomes (80.7%) underscore the effectiveness of these technological tools in facilitating more interactive, responsive, and flexible learning experiences. The study also employs the Theory of Reasoned Action (TRA) to explore how attitudes and subjective norms influence students' intentions to use technology and AI in their learning. The findings highlight that while attitudes significantly affect intentions, subjective norms do not have a statistically significant impact. The study concludes that the integration of technology and AI in legal education enhances students' mastery of Islamic legal concepts and recommends expanding the use of these technologies across other law-related courses. It also suggests that further research be conducted to assess the long-term effects of technology in legal education.
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