PENGARUH MEDIA PEMBELAJARAN BERBASIS ARTIFICIAL INTELLIGENCE DAN TINGKAT LITERASI DIGITAL TERHADAP KEMANDIRIAN BELAJAR SISWA SMAN 54 JAKARTA
- Authors
-
-
Vika Amalia Nurbaiti
Universitas Negeri JakartaAuthor -
Agus Wibowo
Universitas Negeri JakartaAuthor -
Ari Saptono
Universitas Negeri JakartaAuthor
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- Keywords:
- Media Pembelajaran Berbasis AI, Literasi Digital, Kemandirian Belajar, AI-Based Learning Media, Digital Literacy, Self-Directed Learning
- Abstract
- Penelitian ini bertujuan untuk mengkaji pengaruh media pembelajaran berbasis Artificial Intelligence (AI) dan tingkat literasi digital terhadap kemandirian belajar siswa SMAN 54 Jakarta. Metode yang digunakan adalah kuantitatif dengan desain kuasi eksperimen faktorial 2×2. Sampel penelitian berjumlah 71 siswa yang terdiri atas 36 siswa kelas eksperimen dan 35 siswa kelas kontrol. Teknik pengumpulan data dilakukan menggunakan angket kemandirian belajar dan angket literasi digital. Analisis data menggunakan uji validitas, reliabilitas, normalitas, homogenitas, ANAVA dua jalur (Two Way ANOVA), dan uji lanjut Tukey dengan bantuan IBM SPSS Statistics 27. Hasil penelitian menunjukan bahwa (1) media pembelajaran berbasis AI tidak berpengaruh signifikan terhadap kemandirian belajar siswa, (2) tingkat literasi digital berpengaruh signifikan terhadap kemandirian belajar siswa, dan (3) terdapat pengaruh interaksi yang signifikan antara media pembelajaran berbasis AI dan tingkat literasi digital terhadap kemandirian belajar siswa. Temuan penelitian menunjukkan bahwa efektivitas penggunaan media pembelajaran berbasis AI terhadap kemandirian belajar siswa dipengaruhi oleh tingkat literasi digital yang dimiliki siswa. Oleh karena itu, pemanfaatan media pembelajaran berbasis AI perlu didukung oleh kemampuan literasi digital yang memadai agar dapat memberikan hasil yang optimal. This study aims to examine the effect of Artificial Intelligence (AI)-based learning media and digital literacy level on students’ self-directed learning at SMAN 54 Jakarta. This research employed a quantitative approach with a 2×2 factorial quasi-experimental design. The sample consisted of 71 students, comprising 36 students in the experimental class and 35 students in the control class. Data were collected using self-directed learning and digital literacy questionnaires. The data were analyzed using validity, reliability, normality, homogeneity, Two-Way ANOVA, and Tukey post hoc tests with the assistance of IBM SPSS Statistics 27. The results showed that (1) AI-based learning media did not have a significant effect on students’ self-directed learning, (2) digital literacy level had a significant effect on students’ self-directed learning, and (3) there was a significant interaction effect between AI-based learning media and digital literacy level on students’ self-directed learning. The findings indicate that the effectiveness of AI-based learning media in fostering students’ self-directed learning is influenced by their level of digital literacy. Therefore, the implementation of AI-based learning media should be supported by adequate digital literacy skills in order to achieve optimal learning outcomes.
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