Peran Literasi Artificial Intelligence dalam Memediasi Pengaruh Kompetensi Artificial Intelligence terhadap Kemampuan Berpikir Kritis Mahasiswa
DOI:
https://doi.org/10.54259/diajar.v5i4.7559Keywords:
Artificial Intelligence Competence, Artificial Intelligence Literacy, Critical Thinking, SEM-PLSAbstract
The rapid development of Artificial Intelligence (AI) in higher education is not always accompanied by an improvement in students’ critical thinking skills and may even lead to cognitive dependency if not supported by adequate literacy. This study aims to analyze the role of Artificial Intelligence (AI) literacy in mediating the effect of AI competence on students’ critical thinking skills in East Nusa Tenggara. This research employs a quantitative approach with an explanatory design. The sample consists of 200 students selected using incidental sampling. Data were collected through a Likert-scale questionnaire and analyzed using Structural Equation Modeling based on Partial Least Square (SEM-PLS). The results indicate that AI competence has a positive and significant effect on both critical thinking skills and AI literacy. AI literacy also has a positive and significant effect on critical thinking skills. Furthermore, AI literacy significantly mediates the relationship between AI competence and critical thinking skills, indicating partial mediation in the research model. These findings suggest that mastery of AI does not automatically enhance critical thinking skills without adequate AI literacy. Therefore, the implications of this study highlight the importance of integrating AI competence and literacy into higher education curricula through learning approaches that emphasize analytical, reflective, and ethical dimensions to optimize the development of students’ critical thinking skills in the era of digital transformation.
Downloads
References
[1] N. Zebua, Ibrohim, and Sulisetijono, “Exploring the Level of AI ( Artificial Intelligence ) Digital Literacy and Creative Thinking Skills in High School Students,” Biosci. J. Ilm. Biol., vol. 13, no. 1, pp. 510–520, 2025.
[2] Y. Wu, “Critical Thinking Pedagogics Design in an Era of ChatGPT and Other AI Tools — Shifting F rom Teaching ‘ What ’ to Teaching ‘ Why ’ and,” J. Educ. Dev., vol. 8, no. 1, pp. 1–10, 2024, doi: 10.20849/jed.v8i1.1404.
[3] X. Li, “Artificial Intelligence in teacher education : Examining critical thinking and creativity through AI usage,” Forum Educ. Stud., vol. 3, no. 2, pp. 1–16, 2025.
[4] D. Tsz, K. Ng, E. Kai, C. Chan, and C. Kwan, “Computers and Education : Artificial Intelligence Opportunities , challenges and school strategies for integrating generative AI in education,” Comput. Educ. Artif. Intell., vol. 8, p. 100373, 2025, doi: 10.1016/j.caeai.2025.100373.
[5] F. H. Setyawan, S. J. Adhira, and S. J. Putra, “Analisis Kemampuan Berpikir Kritis Mahasiswa pada Pembelajaran Berbasis Artificial Intelligence di Era Merdeka Belajar,” Soc. Humanit. Educ. Stud. SHEs, vol. 8, no. 3, pp. 642–653, 2025.
[6] M. A. Ramadhan, A. Gunawan, S. Lorenza, Z. Ainy, and M. Subhan, “Analisis Dampak Penggunaan Artificial Intelligence Terhadap Kemampuan Berpikir Kritis Mahasiswa,” J. Mudabbir, vol. 5, no. 2, pp. 241–249, 2025.
[7] S. F. Tondowala, H. A. Ruagadi, Y. R. Taaha, Y. Pasambaka, and Y. A. Tobondo, “Pemanfaatan ChatGPT dan Model Bahasa Besar Lainnya dalam Meningkatkan Peran Dosen Perguruan Tinggi Swasta : Studi Pustaka tentang Pengembangan Literasi AI , Keterampilan Berpikir Kritis , dan Praktik Etika AI pada Tri Dharma Perguruan Tinggi Jurnal Pandel,” Pandeloe, vol. 3, no. 2, pp. 13–24, 2023.
[8] S. Fatimah, A. Nurkhin, R. Setiyani, J. T. B. Santoso, and O. Anggaeni, “Critical Thinking Analysis In The Era Of Artificial Intelligence : Study On Unnes Accounting Education Students,” J. Educ. Res. Rev., vol. 3, no. 2, pp. 18–29, 2023.
[9] P. Premkumar, Yatigammana, and Kannangara, “Impact Of Generative Ai On Critical Thinking Skills In Undergraduates: A Systematic Review,” J. Desk Res. Rev. Anal., vol. 2, no. 1, pp. 199–215, 2024.
[10] D. M. Anggraeni, B. K. Prahani, N. Suprapto, and N. Shofiyah, “Systematic review of problem based learning research in fostering critical thinking skills,” Think. Ski. Creat., vol. 49, no. 1, p. 101334, 2023, doi: 10.1016/j.tsc.2023.101334.
[11] V. B. Arslankara, “Generative Artificial Intelligence as a Lifelong Learning Self Efficacy : Usage and Competence Scale,” J. Teach. Educ. Lifelong Learn., vol. 6, no. 2, pp. 288–302, 2024.
[12] G. Penglong, M. F. Diva, Z. Xue, and Z. Yangyang, “Impact of Artificial Intelligence Usage and Technology Competence on Competitive Advantage with Mediating Role of Effective Information Management System,” Prof. la Inf., vol. 33, no. 5, pp. 1–11, 2024.
[13] M. Pinski and A. Benlian, “AI Literacy - Towards Measuring Human Competency in Artificial Intelligence,” Proc. 56th Hawaii Int. Conf. Syst. Sci., pp. 165–174, 2023.
[14] J. Delcker, J. Heil, and D. Ifenthaler, “Evidence ‑ based development of an instrument for the assessment of teachers ’ self ‑ perceptions of their Artificial Intelligence competence,” Educ. Technol. Res. Dev., vol. 73, no. 1, pp. 115–133, 2025, doi: 10.1007/s11423-024-10418-1.
[15] J. Delcker, J. Heil, D. Ifenthaler, S. Seufert, and L. Spirgi, “First ‑ year students AI ‑ competence as a predictor for intended and de facto use of AI ‑ tools for supporting learning processes in higher education,” Int. J. Educ. Technol. High. Educ., vol. 21, no. 18, 2024, doi: 10.1186/s41239-024-00452-7.
[16] Y. Yi, “Establishing the concept of AI literacy : Focusing on competence and purpose,” Proc. 56th Hawaii Int. Conf. Syst. Sci., vol. 12, no. 24, pp. 353–368, 2021.
[17] J. Su, D. Tsz, K. Ng, S. Kai, and W. Chu, “Computers and Education : Artificial Intelligence Artificial Intelligence ( AI ) Literacy in Early Childhood Education : The Challenges and Opportunities,” Comput. Educ. Artif. Intell., vol. 4, no. January, p. 100124, 2023, doi: 10.1016/j.caeai.2023.100124.
[18] A. Cox and A. Cox, “Algorithmic Literacy , AI Literacy and Responsible Generative AI Literacy,” J. Web Librariansh., vol. 18, no. 3, pp. 93–110, 2024, doi: 10.1080/19322909.2024.2395341.
[19] M. G. Efgivia, A. R. R. Y, S. A. Hidayat, and A. Budiarjo, “Analysis of Constructivism Learning Theory,” Adv. Soc. Sci. Educ. Humanit. Res., no. 585, pp. 208–212, 2021.
[20] B. O. Ouma, E. K. Mwangi, A. A. Okoth, and A. W. Njeri, “Integrating Generative AI and ChatGPT in Design Education : Impacts on Critical Thinking Development,” Int. J. Graph. Des., vol. 03, no. 01, pp. 1–18, 2025.
[21] C. Byrge, E. E. Guzik, and C. Gilde, “Artificial Intelligence and the creative process : Does AI-creativity extend beyond divergent thinking ?,” J. Creat., vol. 35, no. 2, p. 100105, 2025, doi: 10.1016/j.yjoc.2025.100105.
[22] F. S. Leuwol, C. S. Lumingkewas, P. J. Pattiasina, and B. Mardikawati, “The Role of Digital Literacy and Self Efficacy in Enhancing Students ’ Critical Thinking in Learning in the Digital Era,” J. Pendidik., vol. 7, no. 2, pp. 2678–2685, 2023.
[23] Z. Ardi, G. Ganefri, H. Hidayat, A. Hidayati, and A. H. Putra, “Integrating Critical Thinking and Digital Literacy into Technology Acceptance for Online Counseling : A PLS-SEM Study among Muslim University Students,” Islam. Guid. Couns. J., vol. 9, no. 1, pp. 1–18, 2026.
[24] I. H. Rehman, “Examining AI competence , chatbot use and perceived autonomy as drivers of students ’ engagement in informal digital learning,” J. Res. Innov. Teach. Learn., vol. 17, no. 2, pp. 196–212, 2026, doi: 10.1108/JRIT-05-2024-0136.
[25] N. N. Wijaya, N. T. Z. Husna, L. F. Euzenia, F. F. Amalia, and M. A. Thohir, “Pengembangan Instrumen Literasi AI Guna Memetakan Kemampuan Peserta Didik Sekolah Dasar,” J. jendela Pendidik., vol. 6, no. 01, pp. 112–123, 2026.
[26] H. Zhu and S. Yang, “The Impact of Generative AI Use on Graduate Students ’ Research Competence : The Mediating Role of Critical Thinking and the Moderating Role of Research Self-Efficacy,” Behav. Sci. (Basel)., vol. 16, no. 304, 2026.
[27] C. M. S. Ma, D. T. L. Shek, and I. Y. H. Fan, “The Impact of Digital Safety Competence on Cognitive,” Appl. Sci., vol. 15, p. 5440, 2025.
[28] I. Dringó-horváth and Z. Rajki, “University Teachers ’ Digital Competence and AI Literacy : Moderating Role of Gender , Age , Experience , and Discipline,” Educ. Sci., vol. 15, no. 7, p. 868, 2025.
[29] I. Hidayat-ur-rehman, “Examining AI competence , chatbot use and perceived autonomy as drivers of students ’ engagement in informal digital learning,” J. Res. Innov. Teach. Learn., vol. 17, no. 2, pp. 196–212, 2026, doi: 10.1108/JRIT-05-2024-0136.
[30] Y. Ismaili, “AI Literacy and Adaptive Learning in Moroccan Education : Advancing Critical Thinking and Personalized Learning Yassine Ismaili,” Res. Educ. Media, vol. 16, no. 2, 2024, doi: 10.2478/rem-2024-0017.
[31] J. Tian and R. Zhang, “Acta Psychologica Learners ’ AI dependence and critical thinking : The psychological mechanism of fatigue and the social buffering role of AI literacy,” Acta Psychol. (Amst)., vol. 260, 2025.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Alfridus Mau Manek, Retno Hernawati, Markus U.K. Yewang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa DIAJAR (Jurnal Pendidikan dan Pembelajaran) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada DIAJAR (Jurnal Pendidikan dan Pembelajaran).
