Dwi Nugroho Santosa

Аннотация

The rapid proliferation of Artificial Intelligence (AI) across various sectors necessitates a well-informed and capable populace, particularly within higher education. As AI reshapes industries and daily life, understanding the AI literacy of future professionals becomes paramount. This study investigates the level of AI literacy among Indonesian higher education students, exploring their knowledge, skills, attitudes, and ethical perceptions regarding AI. Employing a quantitative survey design, data were collected from a diverse sample of university students across different disciplines. The findings reveal varying levels of AI literacy components, highlighting specific areas of strength and areas requiring targeted educational interventions. This research contributes to the growing body of literature on AI literacy measurement and provides crucial insights for curriculum development, pedagogical strategies, and policy formulation in Indonesian higher education to better prepare students for an AI-driven future. Keywords: Artificial Intelligence, AI Literacy, Higher Education, Indonesian Students, Digital Competence, Ethical AI. solutions [53]. Consequently, assessing the current Introduction: The advent of the Fourth Industrial state of AI literacy among university students is a Revolution, fundamentally driven by Artificial crucial first step in designing effective educational Intelligence (AI), has profoundly reshaped global interventions. While the importance of AI literacy is economies, industries, and societal structures [1]. AI is globally recognized [35], there is a pressing need for no longer a futuristic concept but a present reality, context-specific research, particularly in developing impacting everything from healthcare and finance to nations like Indonesia, where the adoption and transportation and education [8, 50]. As AI systems understanding of AI may differ from more become increasingly integrated into daily life and technologically advanced economies [19, 20]. professional practices, a new form of competence, often termed "AI literacy," has emerged as a critical skill Indonesia, with its large and rapidly growing youth for individuals to effectively navigate, utilize, and population, is actively embracing digital critically engage with AI technologies [6, 42]. This transformation. Understanding the AI literacy levels of includes understanding what AI is, how it works, its its higher education students is vital for ensuring that capabilities and limitations, and its ethical implications the future workforce is equipped with the necessary [43, 44]. skills to leverage AI's opportunities and mitigate its risks. This study aims to measure the AI literacy of Higher education institutions bear a significant Indonesian higher education students and explore their responsibility in preparing students for this AI-driven perspectives on AI, thereby contributing to the future [17, 51]. Graduates are expected not only to development of targeted educational strategies and adapt to AI-enhanced workplaces but also to contribute policies. to the ethical development and deployment of AI International Journal of Pedagogics 1 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) Literature Review literacy of Indonesian higher education students. The concept of "AI literacy" is multifaceted and 3.1. Participants and Sampling: encompasses a range of knowledge, skills, and A total of 500 undergraduate students from various attitudes necessary for individuals to interact public and private universities across Indonesia were effectively and responsibly with AI systems [6, 43]. Ng invited to participate in the study. A stratified random et al. (2021a, 2021b) provide comprehensive sampling approach was employed to ensure conceptualizations, defining AI literacy as the ability to representation across different academic disciplines understand, use, and evaluate AI systems, including (e.g., STEM, Social Sciences, Humanities) and university their capabilities, limitations, and societal impacts [43, types. Participants were recruited through university 44]. This extends beyond mere technical proficiency to networks and student organizations. Only students include ethical considerations, critical thinking, and an currently enrolled in a higher education program in awareness of AI's potential biases and societal Indonesia were included. The final sample consisted of implications [6, 47]. 452 valid responses (response rate: 90.4%). The Existing research on AI literacy measurement has demographic characteristics of the participants, begun to emerge globally. Studies have focused on including age, gender, academic major, and year of developing and validating scales for assessing AI study, were collected to allow for subgroup analysis. literacy among various populations, including 3.2. Instrument: university students in different cultural contexts [21, A self-developed questionnaire,