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Artificial intelligence (AI) tools are increasingly available for language learning and Qur’anic study, yet learners need guided opportunities to understand their functions, use them appropriately, and evaluate their outputs critically. This community-engagement programme introduced AI applications to 43 students of Ma’had ‘Aliy Darul Fattah Lampung through a two-day workshop held on 12–13 October 2024. The sessions combined presentations, demonstrations, guided practice, and question-and-answer activities. The applications introduced and practised were ChatGPT, Qolam AI, DeepL Translator, Qara’a, and Ngaji.ai. Arabic-learning activities focused on grammar, translation, vocabulary, and conversational learning, while Qur’anic-learning activities introduced the use of digital tools to support tahsin, tajwid awareness, and feedback on recitation. Participants’ understanding was assessed using a pre-test and post-test, each consisting of five multiple-choice items and two open-ended questions. Descriptive analysis of the 43 paired scores showed that the mean score increased from 27.60 to 85.00, a gain of 57.40 points. Scores increased for 41 participants and remained unchanged for two; none decreased. These results indicate a descriptive improvement in participants’ understanding of the workshop material. They do not, however, establish long-term skill development or a statistically significant effect. The workshop did not require participants to produce teaching materials; its outcome was introductory knowledge and initial hands-on experience. AI-generated feedback on Qur’anic recitation was presented as supplementary and must be verified by qualified teachers. The short duration and absence of follow-up assessment are important limitations.
Artificial intelligence (AI) tools are increasingly available for language learning and Qur’anic study, yet learners need guided opportunities to understand their functions, use them appropriately, and evaluate their outputs critically. This community-engagement programme introduced AI applications to 43 students of Ma’had ‘Aliy Darul Fattah Lampung through a two-day workshop held on 12–13 October 2024. The sessions combined presentations, demonstrations, guided practice, and question-and-answer activities. The applications introduced and practised were ChatGPT, Qolam AI, DeepL Translator, Qara’a, and Ngaji.ai. Arabic-learning activities focused on grammar, translation, vocabulary, and conversational learning, while Qur’anic-learning activities introduced the use of digital tools to support tahsin, tajwid awareness, and feedback on recitation. Participants’ understanding was assessed using a pre-test and post-test, each consisting of five multiple-choice items and two open-ended questions. Descriptive analysis of the 43 paired scores showed that the mean score increased from 27.60 to 85.00, a gain of 57.40 points. Scores increased for 41 participants and remained unchanged for two; none decreased. These results indicate a descriptive improvement in participants’ understanding of the workshop material. They do not, however, establish long-term skill development or a statistically significant effect. The workshop did not require participants to produce teaching materials; its outcome was introductory knowledge and initial hands-on experience. AI-generated feedback on Qur’anic recitation was presented as supplementary and must be verified by qualified teachers. The short duration and absence of follow-up assessment are important limitations.
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