Page 358
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Integrating AI and Creative Teaching Strategies in Da’wah Comic Strip
Approaches to Fiqh al-Da’wah
*1
Siti Hanisah binti Sabri,
2
Nor Iman Nabila binti Abu Bakar,
3
Nor Fatin Syuhaidah binti Nayan
1 2 3
Fakulti Pengajian Islam, Universiti Malaysia Sabah,
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000063
Received: 23 September 2025; Accepted: 30 September 2025; Published: 06 November 2025
ABSTRACT
This study introduces an innovative teaching and learning initiative that integrates Artificial Intelligence (AI)
into the production of Da’wah Comic Strip, with the aim of enhancing undergraduate engagement and learning
outcomes in the Fiqh al-Dakwah course. Students were trained to apply digital competencies by translating the
theoretical underpinnings of Fiqh al-Dakwah into practical, creative, and visually appealing messages that
resonate with contemporary digital audiences. At the same time, the project fostered digital literacy through the
ethical, responsible, and effective use of AI, consistent with the demands of 21st-century education. Conducted
over eleven weeks, students individually produced comic strips with the support of AI tools including
ChatGPT, Canva, Perplexity, StoryBoard That and Microsoft Pilot to support content generation, storyline
construction, illustration, design and editing. Findings from an exit survey (N=7) demonstrated consistently
positive outcomes: 100% of students affirmed that AI tools enhanced their creativity, increased the appeal of
the learning process and deepened their comprehension of fiqh al-dakwah. These results affirm that AI-driven
innovations in Islamic education not only improve digital preparedness and student engagement but also make
learning more interactive, measurable and impactful. This innovation bridges the gap between classical Islamic
scholarship and contemporary digital tools, offering a pathway towards modernized and dynamic religious
education. The project further holds potential to be expanded into structured training modules and digital
resources for enhancing da’wah dissemination across educational and community settings.
Keywords: Artificial Intelligence (AI), Comic Strip, Fiqh al-Dakwah, Digital Literacy, Teaching Innovation
INTRODUCTION
The rapid evolution of Artificial Intelligence (AI) has revolutionized multiple dimensions of human life, with
education being no exception. In Malaysia, the government has been proactive in embedding digital
transformation within the education system, beginning with early initiatives in 2008 and further reinforced by
the Digital Education Policy introduced in 2023 (Ministry of Education Malaysia, 2023). As Umi Kalsom
(2025) notes, technology has assumed a pivotal role in shaping modern education, where interactive learning is
increasingly recognized as a powerful pedagogical approach. This mode of learning not only makes teaching
more engaging but also cultivates active student participation and deeper knowledge acquisition in a
technology-enriched environment. Within the framework of Education 4.0, the mastery of digital literacy,
creativity, and innovation has become indispensable. The integration of AI into the teaching of Islamic Studies
is therefore not merely a technological advancement but an educational necessity, especially given the need to
balance scholarly accuracy with responsiveness to contemporary digital cultures.
The Da’wah Comic Strip project was implemented in the AT10602 Fiqh al-Dakwah course. This initiative
tasked students with developing comic strips based on da’wah principles, supported by AI tools that facilitated
content generation, storyboarding, illustration, and editing. The approach was designed not only to make
learning more stimulating but also to encourage critical thinking and creativity in alignment with the
competencies demanded by 21st-century education. An exit survey confirmed heightened student engagement,
as well as improvements in digital and analytical competencies, thereby validating AI as a catalyst for deeper
Page 359
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
understanding of da’wah while connecting traditional Islamic values with contemporary innovations in digital
learning.
Problem Statement
Islamic Studies pedagogy continues to face significant challenges in engaging digital-native learners.
Conventional methods witch often rely on lectures, memorization and traditional academic writing while
effective in preserving authenticity, frequently fall short in fostering active participation and meaningful
comprehension. Consequently, student interaction tends to remain limited, leading to only superficial
engagement with complex concepts. Within the framework of Education 4.0, Islamic Studies teaching remains
disproportionately dependent on summative assessment with limited incorporation of innovative instructional
strategies or alternative assessment practices that nurture creativity, critical thinking and digital literacy
(Haziyah Husin et al., 2021). As a result, static text-centric approaches risk losing relevance among
contemporary learners (Era Purike & Aslan, 2025).
This challenge reflects not only pedagogical shortcomings but also a broader intellectual concern. Abdul
Hamid Abu Sulayman (1993), as cited in Zulkiple Abd Ghani (2021), cautioned against a “crisis in the Muslim
mind,” highlighting the growing disconnect between Islamic education and advancements in science and
technology. Such a separation hampers innovation and reinforces the role of Muslims primarily as consumers
rather than producers of technological knowledge. Without competencies in communication, digital
technologies and interdisciplinary fields such as artificial intelligence and information engineering, the ummah
risks marginalization in the global knowledge economy.
However, the integration of artificial intelligence (AI) in education introduces a distinct set of ethical, social,
technical, and pedagogical challenges. Concerns surrounding privacy, data security, algorithmic bias, and
accountability are particularly pressing, given AI’s reliance on the processing of sensitive information (Nor
Asiah, 2024). Additionally, Shoufan (2023) notes that students often experience anxiety regarding the accuracy
and reliability of AI-generated content, even as they recognize its potential pedagogical benefits.
In response to these challenges, the Da’wah Comic Strip project was designed as a practical pedagogical
intervention. By facilitating the meaningful integration of AI tools in the development of da’wah content, the
project not only enhances student engagement and learning outcomes but also reinforces the relevance of
Islamic Studies within the contemporary digital educational landscape.
Objectives
1. To adapt da’wah methodologies to contemporary educational contexts by developing Da’wah Comic
Strip that integrates artificial intelligence (AI) and visual creativity.
2. To enhance students’ learning of Fiqh al-Dakwah through interactive media, fostering deeper
comprehension, digital literacy and creative expression.
PRODUCT DESCRIPTION & METHODOLOGY
Da’wah Comic Strip represents an innovative teaching and learning approach that integrates artificial
intelligence (AI) with visual creativity within the Fiqh al-Dakwah course. This initiative was developed to
enable students to translate da’wah concepts into concise, clear and culturally relevant interactive visual
messages suitable for the contemporary digital context. Through AI integration, students can generate scripts,
dialogues, illustrations and comic designs more efficiently. This innovation not only provides students with
opportunities to apply da’wah concepts creatively but also cultivates essential 21st-century skills, including
digital literacy, critical thinking, creativity and innovation. Moreover, the project aligns with the course
learning outcomes that emphasize students’ ability to adapt da’wah methodologies to contemporary contexts.
Over an 11-week period, students individually created Da’wah Comic Strip through a Project-Based Learning
(PBL) approach, leveraging various AI tools.
Page 360
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Table 1 Implementation Methodology
Phase
Implementation
Duration
AI Integration
Phase 1
Planning and storyboard preparation
Weeks1-4
ChatGPT, Perplexity, Canva, Storyboard That
Phase 2
Production of Da’wah Comic Strip
Weeks 5-8
Canva AI, Storyboard That, Microsoft Pilot
Phase 3
Editing, Refinement and Evaluation
Weeks9-11
ChatGPT, Canva AI, Storyboard That
Phase 1
At this stage, students were guided to review the core principles of Fiqh al-Dakwah through lectures, reading
materials and digital database resources. This phase was crucial in providing a foundational understanding to
ensure that the da’wah messages produced in the comic strips remained accurate and authentic. Students then
created concise and engaging comic titles based on their selected themes. Subsequently, they developed
storyboards and comic layouts addressing contemporary issues relevant to da’wah.
AI tools such as ChatGPT, Perplexity, Canva, and Storyboard That were employed to support idea generation,
dialogue composition and fact-checking. Students were also guided in constructing effective prompts for AI
assisted content creation. For example, a prompt could be: “Provide three story ideas for a da’wah comic strip
themed ‘Art in Da’wah.’ Each story should be concise (4–6 panels), suitable for all audiences, and emphasize
how art can be used as a creative and ethical medium for da’wah.”
Finally, students presented their storyboard drafts in a storyboard pitching session, receiving feedback from
lecturer to refine and improve their storylines before proceeding to the subsequent phase.
Phase 2
During the production phase, students transformed their storyboards, refined through lecturer feedback into the
form of comic strips. AI tools including Storyboard That, Canva AI, and Microsoft Copilot were employed to
generate illustrations, panel layouts, visual compositions and other graphic elements, while also supporting the
editing process to ensure clarity and high visual quality. Regular consultations with lecturer provided ongoing
guidance, fostering a collaborative approach to production. The integration of multiple AI tools enabled
students to work more efficiently and creatively, while ensuring continuous monitoring of the accuracy and
reliability of AI generated content.
Phase 3
In this phase, students conducted a final review of their work including dialogue, language use and factual
accuracy while ensuring that all references and supporting evidence were authentic. ChatGPT was employed to
assist in the review process, while Canva AI and Storyboard That were used for final graphic refinements and
edits. The completed comic strips were then evaluated based on several criteria including the accuracy of the
da’wah message, visual clarity and the level of creativity. This stage not only emphasized the production of a
refined and coherent final product but also enabled students to engage with constructive feedback, critically
assess the effectiveness of the conveyed messages and enhance the overall quality of their work.
Findings and Commercialisation
FINDINGS
The findings from the exit survey demonstrate that the integration of AI in the dakwah comic strip project
achieved significant effectiveness and impact. Beyond the production of the final product, the innovation
proved effective in enhancing students’ comprehension, creativity and digital skills. Moreover, this approach
Page 361
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
enabled students to develop da’wah messages that were concise, accurate and engaging while remaining
grounded in authentic sources. These outcomes highlight the potential of AI to overcome the limitations of
traditional teaching methods, which often restrict students to passive interaction by fostering active
engagement and creative application of knowledge (Abuhassna et al., 2020).
Table 2 Students’ Perceptions of AI Integration in the Development of Da’wah Comic Strip(Exit Survey, N=7)
Yes
No
Not Sure
7 (100%)
-
-
7 (100%)
-
-
7 (100%)
-
-
7 (100%)
-
-
7 (100%)
-
-
The results reveal that all students (100%) utilized AI tools such as ChatGPT, Canva AI, Perplexity and
Microsoft Copilot in the completion of their projects. Every respondent confirmed that AI significantly
facilitated project completion and enhanced their creativity. These findings align with Doshi and Hauser
(2024), who emphasize that access to diverse AI generated ideas can strengthen students’ creative abilities in
narrative development. Similarly, Bakthaselvan et al. (2022) argue that integrating AI in education provides
students with essential twenty-first century competencies that are highly relevant in the digital era.
Table 2 further indicates that 100% of students agreed the Da’wah Comic Strip not only enhanced engagement
in the Fiqh al-Dakwah course but also strengthened their understanding of theoretical concepts. This finding
aligns with Panigrahi (2020) and Nor Asiah (2024), who emphasize that the integration of AI in education
fosters more meaningful and effective learning outcomes. The results also confirm that visual media such as
comic strips function as effective tools for translating complex theoretical concepts into accessible and
relatable for students.
Overall, the results affirm that the integration of AI in the teaching and learning of Fiqh al-Dakwah through the
comic strip project represents an effective pedagogical innovation. This approach not only increased student
interest and engagement but also reinforced creativity, digital literacy and theoretical understanding of da’wah.
As such, the project offers valuable insights into how AI supported creative pedagogy can enrich the teaching
of Islamic Studies ensuring its continued relevance in the contemporary digital learning environment.
Commercial Potential
The Da’wah Comic Strip innovation demonstrates considerable commercial potential, consistent with the
effectiveness highlighted in the study findings.
1. Digital Training Module: The project workflow can be adapted as a digital training module for dakwah
courses in higher education institutions, particularly those with a practical or applied focus. This
adaptation would allow instructors to equip students with hands-on digital da’wah skills, fostering both
creativity and technological competence.
2. Strategic Content Collaboration: The comic strips produced by students could be commercialized as
da’wah content for social media and printed materials, therebys creating opportunities for collaboration
with Islamic NGOs, schools and da’wah communities. As a marketable product, the Da’wah Comic
Strip not only enhances teaching and learning practices but also contributes to the development of a
more dynamic and sustainable digital da’wah ecosystem.
Page 362
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
NOVELTY AND RECOMMENDATIONS
Novelty
The Da’wah Comic Strip innovation represents a novel approach to teaching and learning (PdP) in the Fiqh al-
Dakwah course. Its originality lies in the shift from traditional, passive teaching methods to a student-centered
approach, where learners are not only exposed to theoretical concepts but are also encouraged to create dakwah
content that is creative, ethical and relevant to contemporary audiences.
The innovation also addresses challenges related to technical and digital skills by leveraging AI tools as PdP
instruments that facilitate, accelerate and enhance the creativity of both students and educators. This approach
also provides significant opportunities to improve the overall effectiveness of the education system (Nurul
Haida & Zamri Mahmod, 2025). Distinct from other pedagogical innovations, the Da’wah Comic Strip
emphasizes practical application and promotes a more inclusive and effective teaching and learning process.
Limitations and Ethical Considerations
While the integration of AI tools enhanced creativity and engagement, several limitations should be
acknowledged. Firstly, the small sample size restricts generalisability. Secondly, the reliability of AI-generated
content remains uncertain due to potential factual inaccuracies and algorithmic bias (Shoufan, 2023). Ethical
risks such as data privacy, dependency on automated outputs and the sustainability of continuous AI usage in
Islamic pedagogy require further institutional guidelines (Nor Asiah, 2024). Addressing these limitations will
ensure a more balanced and responsible adoption of AI in Islamic education.
RECOMMENDATIONS
Future implementations of this project should adopt a mixed-methods research design that integrates both
quantitative and qualitative approaches to data collection. In addition to standardized survey instruments,
qualitative methods such as reflective journals, focus group interviews and instructor observations should be
employed to capture the complex dimensions of students’ learning experiences. Such methodological
triangulation would enable a more holistic understanding of student engagement, the transformative impact of
AI-supported creative learning and the emerging ethical considerations surrounding AI use in da’wah
education (Cohen, Manion & Morrison, 2018). The inclusion of multiple sources of evidence will further
enhance the validity and reliability of findings, while providing deeper pedagogical insights to inform
curriculum design and the continuous improvement of AI-integrated Islamic education practices.
Building upon this methodological refinement, future research should also prioritize cross-institutional
collaboration to facilitate comparative analyses across diverse educational contexts and student demographics.
These comparative insights will help identify contextual and cultural factors that shape the effectiveness of AI-
assisted learning in Islamic education. Furthermore, establishing comprehensive ethical frameworks and digital
literacy guidelines for both educators and learners will be essential to ensure responsible, transparent, and
value-oriented AI integration.
Based on the findings of this innovation, several recommendations are proposed to ensure its sustainability and
further enhancement:
1. Development of Structured Modules: It is recommended to develop more structured and comprehensive
learning modules that integrate AI tools across various Islamic Studies subjects including Islamic History,
Aqidah, Fiqh Muamalat and others. Such modules would facilitate the extension of this innovation to
additional courses, promoting wider adoption and consistent implementation.
2. Engagement of Multiple Stakeholders: Regular workshops or short courses should be organized for
students, educators and da’wah practitioners. Strategic collaboration with Islamic NGOs, publishers and
relevant authorities can ensure that the content produced is accurate, ethical and culturally appropriate
thereby enhancing both quality and credibility.
Page 363
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
3. Long-Term Impact Studies: Longitudinal studies are recommended to evaluate the extent to which
students who have engaged with this innovation apply digital da’wah skills in their daily lives. Such
research would provide robust evidence of the innovation’s effectiveness beyond the academic
environment.
Collectively, these efforts will strengthen the throughness of subsequent research and contribute to the
development of sustainable, ethically grounded and pedagogically innovative models for AI-driven da’wah
education.
REFERENCES
1. Abuhassna, H. et al. (2020). Development of a new model on utilizing online learning platforms to
improve students’ academic achievements and satisfaction. International Journal of Education
Technologhy in Higher Education, 17(38). DOI: 10.1186/s41239-020-00216-z
2. Bakthaselvan, L. et al. (2022). Pengintegrasian Teknologi Maklumat dan Komunikasi (TMK) dalam
Pendidikan Bahasa Melayu: Pandemik Covid-19. Jurnal Melayu Sedunia, 5(1), 55–68.
https://ejournal.um.edu.my/index.php/jurnalmelayusedunia/article/view/40302/15097
3. Cohen, L., Manion, L. & Morrison, K. (2018). Research Methods in Education (8
th
ed.). Routledge.
4. Doshi, A. R. & Hauser, O. P. (2024). Generative AI enhances individual creativity but reduces the
collective diversity of novel content. Science Advance 10(28), 1-9. DOI: 10.1126/sciadv.adn5290
5. Era Purike, & Aslan, A. (2025). A comparison of the effectiveness of digital and traditional learning in
developing countries. Indonesian Journal of Education (INJOE), 5(1), 179-186.
https://injoe.org/index.php/INJOE/article/view/207
6. Haziyah Husin et al. (2021). Amalan pentaksiran alternatif dalam program Pengajian Islam di Universiti
Kebangsaan Malaysia dalam mendepani cabaran pandemik COVID-19. ISLĀMIYYĀT, 43(1), 3-14. DOI:
10.17576/islamiyyat-2021-4301-01
7. Kementerian Pendidikan Malaysia. (2023). Dasar Pendidikan Digital. Diakses pada 1 September 2025.
https://www.moe.gov.my/storage/files/shares/Dasar/Dasar%20Pendidikan%20Digital/Dasar%20Pendidika
n%20Digital.pdf.
8. Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge
handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. DOI:
https://doi.org/10.1017/CBO9781139547369.005
9. Nor Asiah Mohamad @ Razak. (17 Mei 2024.) Kecerdasan Buatan dalam Pendidikan: Perspektif
Pedagogi. https://epena.com.my/index.php/2024/05/17/kecerdasan-buatan-dalam-pendidikan-perspektif-
pedagogi/
10. Nurul Haida A Bakar & Zamri Mahamod. (2025). Kecerdasan Buatan (AI) dalam cabaran pentaksiran
prestasi akademik pelajar pada Abad ke-21. International Journal of Advanced Research in Education and
Society, 7(4), 102-113. DOI: https://doi.org/10.55057/ijares.2025.7.4.10
11. Panigrahi, A. K. (2020). Use of artificial intelligence in education. The Management Accountant
Journal, 55(5), 64-67. DOI: 10.2139/ssrn.3666702
12. Shoufan, A. (2023). Exploring students’ perceptions of ChatGPT: Thematic analysis and follow-up survey.
IEEE Access, 11, 38805–38818. https://doi.org/10.1109/ACCESS.2023.3268224
13. Umi Kalsom Masrom. (16 Januari 2025). Pembelajaran Interaktif: Melangkah ke Era Pendidikan Digital
yang Lebih Dinamik. Diakses pada 1 September 2025. https://news.umpsa.edu.my/experts/pembelajaran-
interaktif-melangkah-ke-era-pendidikan-digital-yang-lebih-dinamik
14. Zulkiple Abd Ghani. (2021). Ekosistem Dakwah Digital: Cabaran Masa Depan Dunia Dakwah. [Kertas
Pembentangan]. Prosiding Simposium Dunia Dakwah Digital 2021, Sabah, Malaysia, 1-24.