Abstract

This study investigates the effectiveness of artificial intelligence–driven tools in enhancing Qur’anic literacy among pre-service Islamic teachers in Indonesian higher education. Addressing the lack of empirical evidence on AI applications in Qur’anic learning, the research assessed how two tools, TajweedMate for pronunciation feedback and MyQuran.ai for comprehension and reflection, could strengthen students’ recitation accuracy and understanding of Qur’anic meaning. A quasi-experimental design was applied involving 72 undergraduate participants divided into an experimental and a control group. Both groups undertook pre- and post-tests in recitation and comprehension. Quantitative data were analysed using paired-sample t-tests and ANCOVA. The results revealed a statistically significant improvement for the experimental group compared with the control group, with large effect sizes for both recitation and comprehension. These findings demonstrate that AI-driven tools can effectively integrate procedural and conceptual learning, offering personalized feedback, adaptive practice, and reflective engagement with Qur’anic texts. The study contributes to the growing field of AI-enhanced Islamic education by providing empirical validation of AI’s pedagogical value. It also suggests practical implications for teacher education, highlighting the potential of technology to foster autonomous, reflective, and spiritually grounded learners within Islamic educational contexts.

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