PENGARUH PENGGUNAAN AI GENERATIF SEBAGAI ASISTEN BELAJAR TERHADAP LITERASI DIGITAL KRITIS MAHASISWA TEKNIK INFORMATIKA

Abstract

The rapid development of generative artificial intelligence (AI) has significantly transformed learning practices in higher education, particularly through its use as a learning assistant for Informatics Engineering students. However, the use of generative AI without adequate critical digital literacy may lead to overreliance and unreflective technology use. This study aims to examine the effect of using generative AI as a learning assistant on the critical digital literacy of Informatics Engineering students. The research employed a quantitative approach with a quasi-experimental design using a one-group pretest–posttest model. The research participants were Informatics Engineering students at Universitas Esa Unggul. Data were collected using a critical digital literacy questionnaire measuring information evaluation skills, reflection on AI-generated outputs, digital ethics awareness, and informed decision-making. Data analysis was conducted using descriptive statistics and a paired sample t-test. The results revealed a substantial improvement in students’ critical digital literacy, with the mean score increasing from 56.50 in the pre-intervention phase to 81.00 in the post-intervention phase. These findings indicate that the use of generative AI as a learning assistant has a positive effect on students’ critical digital literacy. The study highlights the importance of pedagogically structured integration of generative AI in higher education to strengthen students’ critical thinking and responsible digital technology use in the era of artificial intelligence