Engaging Gen Z: Exploring TikTok’s Role in Teaching Fiqh Muamalat among Students

Engaging Gen Z: Exploring TikTok’s Role in Teaching Fiqh Muamalat among Students

Ismah Osman^*, Norhasimah Shaharuddin, Roslina Hj Mohamad Shafi, Mohd Rahim Khamis, Nur Afizah Muhamad Ariffin, Hasni Abdullah

Faculty of Business and Management, University Technology MARA, Puncak Alam Campus, 42300 Bandar Puncak Alam, Selangor, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000117

Received: 26 May 2025; Accepted: 27 May 2025; Published: 02 July 2025

ABSTRACT

The growing trend of short-form video platforms has fundamentally transformed the digital content consumption landscape, especially for younger generations. TikTok has emerged as a leading social media platform that profoundly influences information dissemination and adoption. This research explores the potential utilization of TikTok as an innovative learning platform for Fiqh Muamalat education, which is a field in Islamic Law, concerning business and commercial transactions. Indeed, online platforms for Islamic education have immense potential to enhance learner interest and comprehension. This study uses survey research and student responses from courses in the Islamic banking program to analyze the potential of short, visually engaging movies to elucidate higher-level fiqh concepts, promote better knowledge retention, and stimulate greater interest in Islamic business transactions. The findings suggest that TikTok has the potential to be an effective medium of Fiqh Muamalat learning, particularly if it is designed with educational intent, context, and correct religious principles. The study identifies critical success factors and potential limiting factors associated with the use of TikTok as a formal or complementary learning method.

INTRODUCTION

In the last decade, technology advancements have significantly impacted the education sector by bringing about the use of new teaching approaches in line with current learning needs (Pertuz et al., 2023). According to studies, digital technologies are increasingly impacting teaching practices (Williamson, 2021; Garg et al., 2021). More recently, the fast-paced development of social media sites has greatly changed learning environments in many fields, including TikTok. TikTok has achieved unparalleled worldwide prominence among social media applications, particularly among Generation Z and millennial demographics. TikTok is powered by artificial intelligence (AI) and recommends videos based on users’ behaviour or an algorithm.  Renowned for its user-generated, short-form video content, TikTok has expanded from entertainment alone to become a means of information dissemination, advocacy, and e-learning (Hu et al. 2025). This phenomenon provides a unique opportunity for Islamic educators to reimagine the delivery of conventional religious content, including Fiqh Muamalat, in a more congenial and interesting manner.

Fiqh Muamalat, which covers Islamic commercial transactions, usually entails complex legal judgments and theoretical frameworks that could be quite demanding for students, particularly those who are not exposed to ancient books and Arabic language terminology. Face-to-face or traditional classroom learning can show lower effectiveness for students who are digital natives since they are used to interactive and immersive pedagogical approaches (Abdullah & Zabidi, 2023). Fiqh Muamalat, an Islamic business transactions and commercial dealings, presents unique pedagogical issues within the contemporary academic setting (Md.Shafik & Ahmad, 2020). The intricate legal rulings, advanced theoretical frameworks, and reliance on medieval texts alongside Arabic dictionaries may be daunting to students lacking backgrounds in traditional Islamic studies (Muhammad, 2020).  Besides, the dynamic nature of the environment of financial instruments and the increased application of technology in business activities necessitate adaptive and agile pedagogy for the teaching of Fiqh Muamalat (Salisu et al., 2023). Traditional pedagogical methods may not be effective for digital-native students who are accustomed to interactive and technology-supported modes of learning (Kusumawati et al., 2022).

To address these issues and deepen students’ understanding of Fiqh Muamalat, novel pedagogical methods are required. One such aspect that requires improvement pertains to the use of interactive and engaging pedagogical resources that are attractive to the interests of contemporary learners (Shafii et al., 2018). This can be achieved by employing the use of case studies, simulations, and real examples to reflect the real-world applicability of Fiqh Muamalat principles in contemporary financial settings. In conclusion, the design of new learning approaches is essential in addressing these issues and increasing students’ understanding of Fiqh Muamalat. The use of technology greatly improves the learning process, with online discussion forums, quizzes, and digital environments promoting interactive learning and exchange of knowledge among learners. These tools facilitate improved active student involvement and exchange of knowledge (Hein & Stalcup, 2001).

Secondly, traditional teaching methods do not appeal to the students, necessitating novel teaching styles that reflect their experience and learning styles. An integrated approach to Fiqh Muamalat learning would optimize the subject’s effectiveness and relevance to the students, particularly in the realm of Fiqh Muamalat (Nordin et al., 2024). The integration of modern pedagogical methods, such as technology-based learning and collaborative learning, into the syllabus is crucial for instilling a deep appreciation and understanding of Fiqh Muamalat in students, thereby preparing them to effectively deal with the complexities of Islamic commercial law. Group learning pedagogies and collaborative learning methods can enhance active engagements in Fiqh learning (Ananda & Caniago, 2020). Therefore, the integration of Information and Communication Technology (ICT) into learning spaces, such as the use of computers and internet connectivity, can be expected to be an adequate replacement (Engkizar et al., 2018). Fiqh Muamalat teachers play a crucial role in helping students develop a comprehensive character that encompasses physical, emotional, and intellectual aspects, along with Islamic values and the objectives of national education (Engkizar et al., 2018).

The development of social media platforms has transformed the education system, with the emergence of TikTok as an effective instrument for learning and teaching. This platform, which is marked by short and interesting videos, presents new pedagogical possibilities with the potential to increase student motivation and engagement. Literature suggests that the attractive features of TikTok are an important complement to conventional pedagogy, successfully captivating learners’ attention by aligning with their everyday technological habits (Yélamos-Guerra et al., 2022). Ling et al. (2019) found that students preferred social media approaches, like TikTok, due to their beneficial impacts on learning outcomes since such media cater to contemporary learners’ preferences for interactive and dynamic content. The possibility of utilizing TikTok in teaching is upheld by a systematic review pointing to the ability of social media to propel engagement and establish cooperative learning spaces in higher education (Pérez et al., 2023). Collectively, these studies reflect a growing recognition of TikTok as an effective, practical, complementary pedagogical tool, particularly in the development of students’ knowledge and motivation across many subjects

However, despite its huge potential, the utilization of TikTok as an educational tool also has several challenges. Various research works examine these challenges, emphasizing that teacher training is key to the success of TikTok integration into curricula (Tran, 2023). Educators today should be the facilitators of learning and should assist learners in the acquisition of knowledge and skills.  Application of the right educational technology in the right learning environment, as appropriate to the intended learners, can improve the learning process and make it easier for us to achieve our goals (Al-Abdallat & Mansour, 2020). For the effective integration of technology in Fiqh Muamalat instruction, educators need to possess the competencies and knowledge to utilize the tools efficiently (Hasby & Angrum, 2023).  Besides, it is essential to use technology in such a way that augments and supports current pedagogical practices, but not replaces them entirely (Engkizar et al., 2018). Technology is employed as a tool to upgrade the learning experience, not as a replacement for good instruction (Tomei, 2013).

TikTok’s dynamic features, while catchy, tend to form instructional ambiguities, as most instructors are not familiar with using it effectively to achieve learning objectives (Tran, 2023). Moreover, most students have reported facing challenges in using TikTok for educational purposes, including obstacles in technological competence and the potential lack of immediate guidance from lecturers, which is vital in guaranteeing effective learning outcomes (Lin et al., 2022).  A study by Lin et al. (2022) posits that learners perceive specific challenges using TikTok as a language learning platform, which may influence their overall learning experience. Bahagia et al. (2022) argue that the informal nature of the platform can lead to shallow learning outcomes, particularly if they are not properly organized within the learning system.

Therefore, while TikTok can support interactive learning experiences, the need for strict methodologies and support for both students and instructors cannot be overstated. Rigorous research protocols are instrumental to making a serious determination of the effectiveness of various pedagogical approaches in Fiqh Muamalat education. The survey technique can be utilized to provide an overview of students’ learning experience and outcomes (Zulkifli et al., 2022). Quantitative data, gathered from surveys and assessments, can ascertain students’ understanding, critical thinking, and their ability to apply Fiqh Muamalat concepts in practical situations (Razak et al., 2014).  Hence, this study intends to investigate the influence of students’ perceptions regarding TikTok on their intention to utilize it for learning Fiqh Muamalat. Secondly, it attempts to assess the influence of TikTok’s perceived efficacy as a teaching instrument on students’ comprehension of Fiqh Muamalat.  This research aims to reinforce the technology acceptance model (TAM) in driving the intention to use TikTok as an educational resource.

LITERATURE REVIEW

The Technology of Acceptance Model (TAM) is a widely used theoretical framework that explains how users come to accept and use a technology. It was developed by Fred Davis in 1986 and is especially relevant in educational technology, business systems, and information systems research. Since then, technology in the educational sector has evolved a lot, prompting institutions of learning to explore other avenues that leverage modern tools to optimize the experience, moving away from the traditional classroom setting (Putri, 2021). This evolution of learning technologies aims to ensure continuity in the learning process while addressing any arising concerns (Hasby & Angrum, 2023). Social media sites, such as TikTok, have presented themselves as a useful resource for teachers, providing appropriate and accessible settings that are already visited by students (Radin & Light, 2022). Studies on the efficacy of TikTok as a medium for enhancing English speaking skills have been explored, suggesting its usefulness in motivating students and enhancing their learning experience because of its ease of use, interactive format, and focus on real language immersion (Rininggayuh et al., 2024).

As existing teachers move into no longer being the central source of information but instead facilitators, they must assist, mentor, and interact with students in their quest for information and skills (Hasby & Angrum, 2023). TikTok is not only used for entertainment purposes, but it also provides teachers with the opportunity to incorporate innovative, active, and efficient experiences into curriculum design, in addition to enhancing relationships with students through making educational content more proximal to students’ home, social, and school lives (Li et al., 2019; Vizcaíno-Verdú & Abidin, 2022). TikTok can transform the education of Fiqh Muamalat by offering creativity-stimulating and active engagement tools, making it more accessible and applicable to students in the modern digital world.

The platform’s partnerships with teachers and schools are evidence of its contribution to the creation of educational content, including a broad spectrum of materials that range from directions, tutorials, and motivational videos to innovative experiments. The trendiness of the #LearnOnTikTok hashtag illustrates the growing potential of the platform for disseminating information in every domain, reflecting a high possibility of utilizing TikTok as an efficient and swift method of sharing learning content (Rahimullah et al., 2022). The short and interesting nature of TikTok videos, which typically last from 10 to 15 seconds, has the potential to greatly enhance learning practices by way of its global audience, simplicity, and ability to maintain student interest (Roberd & Roslan, 2022).  Besides, IT soft skill acquisition is supported by utilizing TikTok, facilitating students’ interaction with the learning process, and providing a learning environment that is aligned with informal learning inside and outside the classroom.  Companies and brands have recognized TikTok as an effective platform to attract new consumers, utilizing its vast user base and highly engaging audience to market products, drive campaigns, and raise brand awareness (Mohottala et al., 2023).

The inherent ability of TikTok to facilitate creativity and self-expression is especially relevant within the Fiqh Muamalat context. It stimulates the users with an extensive set of tools and features in video editing and decoration, such as filters, special effects, and music, through which individuals can represent themselves distinctively and creatively, and even market their skills and hobbies (Mohottala et al., 2023). The participatory characteristics of the application allow users to interact meaningfully with both the platform and its associated cultures, thereby promoting leadership and active involvement in activism aimed at fostering global awareness, social transformation, and civic engagement (Lee & Abidin, 2023). The platform’s short-form video format, along with its algorithmic curation, functions as a potent mechanism for the distribution of knowledge and consumer impact, prompting an investigation into their prospective applications within Islamic finance and ethical commerce (Setiawan et al., 2022).

As TikTok becomes more utilized as a source of information and entertainment, educators need to be aware of the nature of the application and its potential influence on students’ learning. The simplicity of the application, along with its visual nature, may help make complex information more understandable and appealing to the students, based on how digital natives’ tastes have developed. The interactivity and shared content archetypes on TikTok have significantly increased social media engagement, providing room for creative expression to its users and establishing community connections among diverse groups (Vizcaíno-Verdú & Aguaded, 2022). Through this approach, it is possible to bring together “vernacular creativity,” which emerges from specific social contexts through the use of digital storytelling affordances and mundane cultural interaction (Lee & Abidin, 2023). The feature to enable users to create “challenges,” defining some steps for others to follow, facilitates the engagement and replication, thus adding to the dynamic aspect of the platform (Montag et al., 2021).

RESEARCH METHODOLOGY

This research adopts the quantitative approach, via a formal questionnaire, to investigate two main aims: firstly, to assess the efficacy of integrating TikTok as a digital educational instrument in the study of Fiqh Muamalat, and secondly, to discern variations in students’ attitudes towards the utilization of TikTok for this purpose, contingent upon their previous exposure to Fiqh Muamalat.  The population is 126 undergraduate students taking the “Introduction to Fiqh Muamalat” course. The stratified sampling technique is employed, and data is collected through a self-administered questionnaire comprising demographic information, students’ attitudes towards utilizing TikTok in education, perceived usefulness of TikTok content in learning Fiqh Muamalat, and their intention to persist with the use of TikTok as an educational medium. Each question is rated on a five-point Likert scale ranging from “Strongly Disagree” to “Strongly Agree.”  Content validation of the questionnaire is done by experts in Islamic studies and educational technology, and a pilot study is carried out to check the reliability of the instrument using Cronbach’s Alpha. Then, students are requested to view certain TikTok content on Fiqh Muamalat subjects, for instance, riba, gharar, and Islamic contracts, then continue to complete the survey in class or online. Data collected are analyzed with descriptive statistics for displaying trends of response, multiple regression analysis to establish the influence of attitudes and perceived usefulness on TikTok use intention, and an independent samples t-test for exploring the disparity in attitudes between students’ backgrounds in Fiqh Muamalat.

FINDINGS AND RESULTS

Table 1 illustrates that a total of 126 students enrolled in the “Introduction to Fiqh Muamalat” course participated in the study, comprising 53 males (42.1%) and 73 females (57.9%). The majority of respondents were in their third semester.

Table 1: Demographic Profile of Respondents (N = 126)

An independent samples t-test (Table 2)  was conducted to compare the attitudes of students with prior exposure to Islamic knowledge (n = 57) and those without such exposure (n = 69).  The results showed a statistically significant difference in attitudes (t(124) = 2.41, p = 0.017), where students with prior exposure (M = 4.22, SD = 0.51) held more favorable views towards TikTok as a learning tool than those without (M = 3.98, SD = 0.63).

This suggests that students who already possess foundational knowledge in Fiqh Muamalat are more receptive to adopting innovative, social-media-based learning methods like TikTok.

Table 2: Group Comparison – Attitude by Prior Islamic Studies Background

*p < 0.05 (statistically significant)

Table 3: Use of TikTok for Learning Fiqh Muamalat (n = 126)

Source: Author’s data (from survey)- item survey adopted from Garrido et al. (2025)

Table 3  reveals that a substantial majority of students (61.9%) actively engage with TikTok accounts to acquire knowledge of Fiqh Muamalat, whilst 38.1% do not. This discovery highlights the increasing significance of TikTok as a digital learning tool, especially among younger demographics who are already extensively engaged in social media. The significant proportion of students utilizing TikTok for educational purposes indicates that the platform’s concise, visually appealing content effectively facilitates the comprehension of intricate subjects such as Islamic business transactions. Fiqh Muamalat frequently encompasses complex legal issues, like the prohibition of riba (interest), the regulations governing contracts (aqd), and the distinctions between halal and haram in commercial transactions. Conventional pedagogical approaches may fail to engage students or adequately contextualize concepts within real-world applications, particularly within restricted lecture durations.

TikTok, through its algorithmic content selection and innovative presenting methods (including narrative, real-life examples, skits, and animations), offers a more engaging and relatable learning experience. Students are generally attracted to influencers or lecturers who can distil Shariah ideas into practical, digestible lessons that are easy to comprehend and retain. Furthermore, TikTok’s informal and mobile-optimized format allows students to engage with educational material at any time and location, transforming normally unproductive browsing into effective microlearning opportunities. This change in students’ methods of obtaining religious and academic information signifies a wider evolution in the educational sphere, where conventional teaching methods are progressively supplemented—and in certain instances improved—by digital means. Among the 38.1% of students who do not engage with such content, the reasons may encompass a lack of awareness, apprehensions over credibility, or a preference for traditional learning modalities. This offers educators and institutions the chance to more effectively incorporate verified digital content into the curriculum and direct students to trustworthy Islamic knowledge sources accessible on platforms such as TikTok.

The data indicates that slightly more than half of the students (50.8%) reported that the TikTok accounts they follow for learning Fiqh Muamalat were endorsed or recommended by their university or lecturers, underscoring an increasing institutional acknowledgment of social media as a valid educational resource. This indicates a favorable transformation in educational tactics, as instructors are increasingly adopting digital platforms such as TikTok to augment student involvement and supplement conventional teaching approaches. This endorsement enhances the content’s credibility and motivates students to pursue learning outside the classroom, particularly in Fiqh Muamalat, which encompasses complex jurisprudential ideas and practical Islamic financial applications.

30.2% of the students who reported that their institutions did not promote the accounts may nevertheless be gaining advantages from individual study or peer recommendations, demonstrating the intrinsic allure of TikTok within this educational sector. Conversely, the remaining 19% expressed uncertainty, indicating that more explicit integration and communication from instructors regarding the utilization of TikTok for educational purposes could further augment its efficacy and accessibility. Institutional participation in selecting or endorsing high-quality TikTok content could guarantee Shariah compliance, match educational outcomes with syllabus objectives, and cultivate a more engaging, technologically adept learning atmosphere for Fiqh Muamalat.

Finally, the last element reveals the use of TikTok for teaching and learning Fiqh Muamalat (Table 3). It can be grouped as follows :

1. TikTok as an Educational Resource for Fiqh Muamalat

The findings reveal that around 47.6% of respondents recognized TikTok as an effective tool for reinforcing knowledge previously imparted in class. This indicates that short-form video content on TikTok efficiently enhances classroom education by repeating essential concepts in Fiqh Muamalat. Considering the abstract and legalistic characteristics of Islamic economic law, students may find it advantageous to engage with literature that revisits contract types, rulings on riba (usury), or halal business requirements in a more visual and comprehensible way. The incorporation of Islamic banking terminology and jurisprudential ideas into TikTok’s informal and engaging format allows students to review intricate content at their own pace, thereby improving retention and understanding beyond conventional classroom time.

2. Connecting Theory to Practical Application

A notable percentage of participants (42.1%) indicated that TikTok aids their comprehension of real-world situations that are inadequately elucidated in their lectures. Fiqh Muamalat is fundamentally based on theoretical ideas from the Quran and Sunnah, but its practical implementation frequently addresses evolving contemporary challenges like as e-commerce, digital banking, and cryptocurrencies. TikTok influencers and lecturers in Islamic finance are progressively creating material that links traditional concepts with contemporary financial practices. TikTok provides learners with a connection between theoretical knowledge and practical application through case studies, scenario-based storytelling, and animated skits, which may be lacking in conventional curricula.

3. The Attraction of Innovative and Captivating Islamic Content

Notably, the predominant reason for interacting with Fiqh Muamalat content on TikTok, cited by 62.7% of participants, was the appealing and innovative manner in which Islamic concepts are elucidated. This indicates the changing tastes of Gen Z learners who demand visually engaging, concise, and interactive content. TikTok’s algorithm guarantees that when a student expresses interest in Islamic educational materials, they are thereafter more likely to encounter analogous information, hence maintaining engagement. Creators who utilize storytelling, motion graphics, and contemporary formats like challenges convert abstract Shariah ideas into culturally pertinent narratives, thereby enhancing receptivity among youthful audiences.

4. Enhanced Learning Through Practical Insight

While 34.9% of students indicated that TikTok offers more practical applications than conventional instruction, this research highlights a deficiency in pedagogical effectiveness within the classroom. Fiqh Muamalat necessitates both academic expertise and contextual comprehension of the practical functioning of Shariah-compliant finance. TikTok content frequently showcases real-life situations, like halal investing, Islamic banking agreements, and ethical considerations in digital marketplaces. This content enhances institutional curriculum by integrating practical Islamic values into everyday settings, fostering a more comprehensive learning experience that is spiritually and professionally pertinent.

5. Entertainment as a Portal to Religious Education

Despite their limited numbers, certain respondents (7.1% and 10.3%, respectively) engage with TikTok content about Fiqh Muamalat, either from general curiosity or for amusement. Although this may seem insignificant at first, it illustrates TikTok’s distinctive capacity to merge recreation with education. Edutainment—a fusion of education and entertainment—can act as a significant gateway for students who may not initially pursue religious or scholarly material. This method of engagement, when properly directed by Shariah-compliant influencers, could function as da’wah (Islamic outreach), subtly fostering interest in Islamic economic concepts among a broader audience. This research indicates that educators and curriculum creators could adopt popular digital platforms as valid instruments to stimulate interest and improve student motivation in religious and legal subjects.

Table 4: Mean and standard deviation

The analysis revealed that students generally held positive attitudes towards the use of TikTok as a learning tool for Fiqh Muamalat. Table 4 illustrates that the mean score for attitude was 4.12 (SD = 0.58), indicating agreement that TikTok provides an engaging and relatable way to understand complex Islamic finance concepts.  The perceived usefulness of TikTok content in aiding comprehension of topics such as riba (usury), gharar (uncertainty), and contracts also scored positively, with a mean of 3.98 (SD = 0.66). Respondents highlighted that short-form, visually rich videos enhanced their ability to recall key terms and principles, especially when content was presented by fellow students or Islamic finance practitioners. The intention to use TikTok for learning in future Islamic studies courses received a mean score of 4.05 (SD = 0.71), reflecting a strong willingness to continue utilizing this platform as a supplementary learning tool.

Table 5: Pearson Correlation between Key Variables

Note: p < 0.01**

The Pearson correlation analysis (Table 5) showed significant positive relationships between students’ attitudes toward TikTok and their intention to use it in learning Fiqh Muamalat (r = 0.68, p < 0.01), and between perceived usefulness and intention to use (r = 0.61, p < 0.01).

Table 6: Multiple Regression Analysis Predicting Intention to Use TikTok

Multiple regression analysis (Table 6  was conducted to determine the predictive power of both attitude and perceived usefulness on the intention to use TikTok. The overall model was significant (F(2,123) = 46.25, p < 0.001) and explained 42% of the variance in students’ intention to use TikTok for Fiqh Muamalat learning. Attitude emerged as a stronger predictor (β = 0.47, p < 0.001) compared to perceived usefulness (β = 0.35, p < 0.001).

DISCUSSION

Students predominantly exhibited favorable reactions to the incorporation of TikTok in the study of Fiqh Muamalat, with increased participation noted among female students. This may suggest gendered biases for visual learning tools in religious studies, or that female students perceive TikTok’s informal learning setting as more accessible (El Sayed & Hotait, 2024). TikTok functions as a platform that promotes activism and empowers underprivileged communities through musical structures that confront social prejudice (Vizcaíno-Verdú & Aguaded, 2022). The interactive elements of TikTok can enhance social engagement and student involvement, which is essential for fostering great educational outcomes. Additional research is required to investigate these gender dynamics and how educators might utilize TikTok to foster inclusive learning experiences.

The observation that a considerable number of students are employing TikTok accounts to acquire knowledge in Fiqh Muamalat underscores a significant transformation in the educational paradigm, reflecting a growing acceptance of short-form video content as a legitimate and accessible medium for religious instruction (Lobo et al., 2022). The adoption of TikTok for educational purposes aligns with previous studies that highlight the ability of mobile learning platforms to provide learners with exceptional flexibility, convenience, and increased engagement (Venalinda & Armanda, 2023). The availability of TikTok on mobile devices harmonizes with the modern student’s lifestyle, facilitating the incorporation of learning into their everyday activities, whether during commutes, breaks, or leisure periods (Abdullah et al., 2023). The use of TikTok for educational reasons mirrors wider trends in technology-enhanced learning, as educators and institutions seek novel methods to utilize digital platforms to meet the changing requirements and preferences of students (Hasby & Angrum, 2023). Moreover, TikTok’s interactive elements, including comments, likes, and shares, cultivate a feeling of community and collaboration among learners, facilitating conversations, idea exchanges, and clarification on intricate issues about Fiqh Muamalat.

TikTok’s ability to provide succinct information correlates effectively with the learning preferences of modern students, who typically choose brief and visually engaging content over conventional, text-dense resources. The platform’s ability to transmit knowledge via concise, entertaining films is particularly relevant in the realm of Fiqh Muamalat, which is marked by detailed intricacies and complex legal rulings (Bahagia et al., 2022). Short-form videos can deconstruct intricate subjects into digestible segments, facilitating students’ comprehension and retention of essential concepts, thus enhancing their interest in science education and fostering an environment conducive to spontaneous learning both within and beyond the classroom (Roberd & Roslan, 2022). The incorporation of visual aids, animations, and real-world examples in TikTok videos can augment comprehension and enable the application of Fiqh Muamalat principles to realistic scenarios.

Over fifty percent of students indicated that the TikTok accounts they follow were suggested by educators or institutions, implying that institutional endorsement may augment the perceived legitimacy of digital Islamic content. This aligns with media trust theory, which highlights the impact of authoritative personalities on online learning behavior (Tsfati & Cappella, 2003). Furthermore, institutional endorsement may serve as a quality assurance method, guiding students toward credible and academically robust sources of information within the extensive array of user-generated content on TikTok. This is particularly significant in religious education, where the precision and authenticity of information are greatly esteemed. Educators have identified TikTok as a beneficial platform for interacting with pupils, particularly amid prevalent misinformation (Vizcaíno-Verdú & Abidin, 2022). The growing use of platforms such as TikTok enables educators to enhance their teaching methods, promoting diversity in educational settings while catering to particular student needs (Vizcaíno-Verdú & Abidin, 2022).

It is indicated that TikTok aids in comprehending examples inadequately addressed in lectures, underscoring its significance in contextualizing Islamic Muamalat within modern financial frameworks, encompassing subjects such as halal investing, digital contracts, and ethical e-commerce. This exposure is essential as it links academic knowledge with actual applications, hence augmenting the relevance of Islamic business transaction courses. TikTok’s influence transcends its status as a mere auxiliary tool; it serves as a dynamic platform that enhances comprehension of complex topics addressed inside traditional educational contexts (Radin & Light, 2022). TikTok’s ability to improve understanding of topics inadequately covered in lectures highlights its crucial role in contextualizing Islamic Muamalat within modern financial systems (Fauzi & Muktarruddin, 2023).

The respondents also identified creativity and attractiveness as the main motivations for interacting with Islamic content on TikTok, thereby reinforcing the claim that dynamic visual formats enhance cognitive retention and emotional engagement with intricate concepts such as aqd, riba, and gharar (Mayer, 2009; Hafeez et al., 2021). The attraction of TikTok is in its ability to deliver knowledge in a readily digestible manner, particularly beneficial for elucidating the complexities of Islamic financing. The creative capabilities of TikTok, enhanced by artificial intelligence technology, enable the establishment and evolution of identity politics and cultures on the platform (Lee & Abidin, 2023). The interactive nature and many content categories of TikTok have fostered unique social media ecosystems marked by creativity, promoting active user engagement across a wide array of topics (Mohottala et al., 2023).

Students possessing a foundation in Islamic knowledge have a greater willingness to utilize TikTok for academic endeavors than their counterparts lacking such a background. This indicates that previous knowledge of Islamic beliefs may enhance confidence in utilizing digital platforms for religious education, or that these students exhibit greater discernment in their choice of TikTok content. The platform has emerged as a highly favored medium for communication, expression, and knowledge among students (Wiguna et al., 2023). It has emerged as a powerful instrument for educational and research applications owing to its significant student user demographic (Pratiwi, 2022; Putri, 2021). Consequently, educators have the chance to promote the use of TikTok as a resource for lifelong learning and to instruct on Islamic issues and ideas (Lee & Abidin, 2023). The extensive utilization of TikTok, especially among students, underscores its potential as a powerful instructional instrument (Li et al., 2019).

Attitudes and perceived usefulness are pivotal in influencing the sustained utilization of TikTok as an ancillary educational resource, consistent with the Technology Acceptance Model, which underscores perceived usefulness and ease of use as essential determinants in technology adoption (Abdullah et al., 2023). The user’s disposition towards a technology markedly affects their intention to utilize it, since a favorable attitude, influenced by elements such as perceived enjoyment and relevance, can result in increased engagement and a heightened probability of sustained use (Fauzi & Muktarruddin, 2023). Perceived efficacy, defined as the degree to which a user believes that utilizing a specific technology will improve their performance or learning outcomes, is a crucial factor influencing technology adoption and sustained usage (Mlambo et al., 2020). If users regard TikTok as a successful medium for acquiring Islamic concepts, augmenting their comprehension, or deepening their involvement with the subject, they are more inclined to persist in utilizing it as an ancillary educational resource (Hasby & Angrum, 2023). The creation of captivating and user-centric Islamic educational content on TikTok is essential for promoting sustained engagement, since the platform’s distinctive attributes, like short-form videos, music incorporation, and interactive components, may be utilized to develop impactful and efficient learning experiences.

Although TikTok holds significant promise as an auxiliary educational platform, certain major obstacles must be recognized. Digital inequality persists as a significant concern, as not all students have equitable access to smartphones, reliable internet connectivity, or digital literacy skills, especially in disadvantaged or rural areas. This digital device may unintentionally exacerbate educational inequalities. Secondly, the informal and entertainment-oriented character of TikTok may compromise its legitimacy as an academic resource, particularly in religious education, where clarity and doctrinal accuracy are essential. Issues over content authenticity, theological misrepresentation, and insufficient Shariah monitoring further impede its incorporation into the formal curriculum. Moreover, both students and educators may encounter deficiencies in technology proficiency, hindering successful implementation and utilization. Consequently, institutions must establish explicit criteria, vetting processes, and training initiatives to assist educators in producing or approving information that is both pedagogically valid and spiritually suitable.

TikTok proved particularly effective in aiding students’ comprehension of intricate concepts such as riba, gharar, and contracts pertinent to Islamic business transactions when presented in concise, targeted video formats, in addition to serving as a case study for further discussion among students (Lobo et al., 2022). This highlights the necessity of developing superior educational content that adheres to instructional design principles and integrates gamification, storytelling, and social interaction to improve user engagement and learning results. TikTok provides potential to enhance English speaking; however, it is crucial to recognize its limitations and utilize it judiciously within a broader educational framework (Rininggayuh et al., 2024). The platform’s capacity for activism and the empowerment of underrepresented communities through musical frameworks that confront social inequality underscores its importance beyond simply enjoyment (Li et al., 2019).

To enhance the efficacy of TikTok as an educational instrument for Fiqh Muamalat, educators and institutions must implement a purposeful and structured methodology. Academic institutions ought to partner with certified Islamic scholars and content developers to provide Shariah-compliant TikTok content, guaranteeing theological precision and educational merit. Secondly, training seminars for educators can enhance digital literacy and content curation competencies, allowing for the meaningful integration of social media into curricula. Third, the establishment of institutionally sanctioned TikTok playlists or accounts can guide students to credible educational materials. Ultimately, including TikTok content into evaluations—via reflective journals, conversations, or project-based assignments—can enhance its academic validity and promote critical engagement with digital resources. These practices will facilitate the integration of traditional religious education with the digital learning inclinations of Generation Z.

CONCLUSION

This study highlights the increasing importance of TikTok as a novel instructional resource in Islamic legal studies, including Fiqh Muamalat. A significant proportion of students (61.9%) utilize TikTok content to enhance or augment their classroom knowledge, suggesting that short-form video platforms can serve a supplementary function in religious instruction. The innovative and captivating characteristics of TikTok videos were particularly favored, with 62.7% of participants valuing its capacity to elucidate intricate Islamic jurisprudential doctrines via visually compelling and accessible storytelling. This indicates that the conventional difficulties of instructing legal Islamic subjects, such as riba, gharar, and aqd, can be alleviated when combined with contemporary digital storytelling techniques.

The research additionally indicates that institutional participation augments the platform’s instructional value. With 50.8% of students reporting that the TikTok accounts they follow were endorsed by professors or universities, it is clear that academic endorsement confers authority and credibility to digital content. This engagement directs students to credible sources of Islamic knowledge and incorporates digital learning into formal education. Furthermore, TikTok’s capacity to connect theory with practice, especially in demonstrating real-world financial applications under Shariah constraints, underscores its potential to address pedagogical deficiencies frequently found in traditional classroom training.

This study offers several implications.  The study highlights that TikTok can be an effective and complementary tool to enhance the teaching of Fiqh Muamalat among Gen Z students by making learning more engaging, relatable, and accessible. It shows that integrating short-form videos into Islamic education can support student understanding and improve classroom engagement. It will lead to more innovation in pedagogical in Islamic education. The findings also suggest that educators and institutions should consider incorporating social media into curriculum development, while ensuring Shariah-compliant content. Moreover, it points to the need for trained Islamic content creators and clear guidelines to manage digital learning responsibly.

This study, despite its potential implications, has drawbacks. The data is confined to a certain demographic, predominantly undergraduate students acquainted with TikTok, and may not accurately reflect broader student populations or instructors with varying learning preferences or levels of digital accessibility. Secondly, although the data indicate significant involvement with TikTok, the study fails to thoroughly assess the authenticity or Shariah compliance of the information consumed—a crucial aspect of Islamic education. The survey’s cross-sectional design restricts the evaluation of long-term learning effects or behavioural modifications stemming from exposure to the content. Future research should employ longitudinal designs, conduct content analyses of TikTok videos for academic rigor, and do comparative studies with other platforms (e.g., YouTube or Instagram), as well as integrate qualitative interviews, to more rigorously assess theological accuracy, instructional design, and learner outcomes to provide a comprehensive knowledge of digital media’s function in teaching Fiqh Muamalat.

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