Between Prompt and Adab: The Ethics of Artificial Intelligence Use by Students from the Perspective of Islamic Education Axiology
Abstract
Generative artificial intelligence (AI) has become part of students’ everyday academic life, yet its ethical dimensions have rarely been examined within the value framework of Islamic education. This study describes AI usage patterns, ethical perceptions and practices, and interprets them through the axiology of Islamic education (ethics, aesthetics, and utility) among Islamic Religious Education (PAI) students at UIN Raden Intan Lampung. Using a descriptive qualitative approach, data were gathered through semi-structured interviews with four students (main informants) and two lecturers (supporting informants), complemented by policy document review, and analyzed with the Miles, Huberman, and Saldaña model with source and technique triangulation. The findings show that (1) ChatGPT and Gemini serve as multifunctional academic assistants, mostly at the pre-writing stage, driven by social environment and efficiency; (2) students’ ethical awareness is high but practice is inconsistent, with low disclosure of AI use, verification relying largely on search engines, and no formal regulation at program or campus level; and (3) axiologically, honesty and trustworthiness (akhlaq) frame ethics, a knowledge–lecturer–AI hierarchy expresses adab, and AI’s utility is conditional (conditional maslahah) because it threatens critical thinking. The study concludes that a gap exists between axiological awareness and academic practice, widened by the absence of formal regulation, and recommends adab-based AI governance.
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