Mapping AI literacy among Indonesian junior high school students in a Malaysian Islamic boarding school: an ethical-CIPP evaluation approach

This study evaluates an AI literacy programme implemented in a Malaysian Islamic boarding school involving Indonesian junior high school students using the Ethical-CIPP evaluation framework. The programme integrated AI knowledge, practical application, and ethical reflection on issues such as plagiarism, privacy, and responsible AI use within a faith-based educational setting. A one-group pretest–posttest mixed-methods design was employed, involving 52 students who participated in a structured workshop combining lectures, simulations, discussions, and hands-on AI activities. Quantitative findings revealed significant improvements across AI literacy dimensions, with mean scores increasing from 45% to 86%, while qualitative reflections indicated stronger ethical awareness and more critical attitudes towards AI-assisted learning. The study extends the traditional Context–Input–Process–Product (CIPP) model by systematically embedding ethical and cultural dimensions throughout programme evaluation. The proposed Ethical-CIPP framework provides a contextually responsive approach for evaluating AI literacy programmes in faith-based and resource-constrained educational environments. The findings demonstrate the short-term potential of integrating ethical reflection with technical competence in AI literacy education and provide a foundation for future longitudinal implementation and curriculum integration to support sustained responsible AI engagement in faith-based educational settings.