Artificial Intelligence Intervention for Digital Literacy and Digital Amnesia Among Islamic Education Students at Universitas Terbuka in Society 5.0
DOI:
https://doi.org/10.37640/jip.v17i1.2280Keywords:
Artificial Intelligence, Digital Amnesia, Digital Literacy, Society 5.0Abstract
his study examines the impact of Artificial Intelligence (AI) interventions on digital literacy, digital amnesia, and the readiness of Universitas Terbuka (UT) students in the Islamic Education Study Program to face the challenges of the Society 5.0 Era. Using a mixed methods approach with a sequential explanatory case study design, quantitative data from 100 students were analyzed using simple linear regression, while qualitative data were processed inductively. The findings reveal that AI interventions significantly enhance digital literacy by 81% (high category) and reduce digital amnesia by 65.7% (moderate category). AI interventions also prepare students for the Society 5.0 Era through active participation, the use of AI applications, positive interactions with tutors, technology utilization, and student collaboration. The study recommends strengthening technological infrastructure, providing tutor training, and developing AI-based learning materials to optimize learning at UT, enabling students to better face the challenges of the Society 5.0 Era.
Downloads
References
Ali, Z. (2024). Understanding Digital Dementia and Cognitive Impact in the Current Era of the Internet: A Review. Cureus, 16(9), 1–11. https://doi.org/DOI 10.7759/cureus.70029
Anshori, M. F. (2020). Globalisasi Society 5.0 Jepang: Studi Kasus Hasil Pencarian Googlle di Luar Jepang Tahun 2019. Andalas Journal of International Studies, 1x(1), 62. https://doi.org/10.25077/ajis.9.1.61-82.2020
Bonner, E. (2023). Large Language Model-Based Artificial Intelligence In The Language Classroom: Practical Ideas For Teaching. Teaching English with Technology, 23(1), 23–41. https://doi.org/10.56297/BKAM1691/WIEO1749
Bozkurt, A. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education, 18(1), 52–130. https://doi.org/10.5281/zenodo.7636568
Brandon, E. (2021). Special Session—Student Engagement with Reduced Bias in a Virtual Classroom Environment. Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (ILRN) - Title Page, 1–3. https://doi.org/10.23919/iLRN52045.2021.9459412
Bye, R. T. (2017). A Flipped Classroom Approach for Teaching a Master’s Course on Artificial Intelligence. 9th International Conference on Computer Supported Education (CSEDU ’17) in Porto, Portugal, April 2017, 1–32. https://doi.org/10.1007/978-3-319-94640-5_13
Calinescu, A. (2022). The Impact of Digital Technologies on Memory and Memory Studies. Journal of Contemporary Philosophical and Anthropological Studies (JCPAS), 2(1), 65–78. https://doi.org/10.59652/jcpas.v2i1.161
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Delfino, A. P. (2019). Student Engagement And Academic Performance Of Students Of Partido State University. Asian Journal of University Education, 15(1), 1–16. https://doi.org/10.24191/ajue.v15i3.05
Dirin, A. (2019). Digital Amnesia and Personal Dependency on Smart Devices: A Challenge for Artificial Intelligence. Teoksessa Ketamo, H. & O’Rourke, P. (Toim.): Proceedings of Fake Intelligence Online Summit 2019, 31–36. https://urn.fi/URN:NBN:fi-fe2019051315372
Eapen, T. T. (2023). How Generative AI Can Augment Human Creativity. Harvard Business Review, 101(4), 56–64. http://dx.doi.org/10.2139/ssrn.4759930
Escalante, J. (2023). AI-generated feedback on writing: insights into efcacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(57), 1–20. https://doi.org/10.1186/s41239-023-00425-2
Hagel, P. (2015). Towards an understanding of ‘Digital Literacy(ies).’ Discourse: Deakin University Library Research and Practice, 1, 1–13. http://dro.deakin.edu.au/view/DU:30073198
He, L. (2024). The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners. Sustainability, 16, 1–20. https://doi.org/10.3390/su16135542
Hutt, S. (2024). Feedback on Feedback: Comparing Classic Natural Language Processing and Generative AI to Evaluate Peer Feedback. The 14th Learning Analytics and Knowledge Conference (LAK ’24), March 18–22, 2024, Kyoto, Japan., 55–65. https://doi.org/10.1145/3636555.3636850
Ito, T. (2021). The Online Pbl (Project-Based Learning) Education System Using Ai (Artificial Intelligence). International Conference On Engineering And Product Design Education 9-10 September 2021, Via Design, Via University College, Herning, Denmark, 1–6. https://doi.org/10.35199/EPDE.2021.19
Ivcevic, Z. (2024). Artificial intelligence as a tool for creativity. Journal of Creativity, 34, 1–5. https://doi.org/10.1016/j.yjoc.2024.100079
Joseph, G. V. (2024). Impact of Digital Literacy, Use of AI tools and Peer Collaboration on AI Assisted Learning: Perceptions of the University students. Digital Education Review, 45, 43–49. https://doi.org/10.1344/der
Kashive, N. (2020). Understanding user perception toward artificial intelligence (AI) enabled e-learning. The International Journal of Information and Learning Technology, 38 (1), 1-19. https://doi.org/10.1108/IJILT-05-2020-0090.
Koranuva, S. (2020). Educational gamification and artificial intelligence for promoting digital literacy. ICONIC ’20: Proceedings of the 2nd International Conference on Intelligent and Innovative Computing Applications, 19, 1–6. https://doi.org/10.1145/3415088.3415107
Kueper, J. K. (2024). Artificial intelligence for family medicine research in Canada: current state and future directions. Canadian Family Physician, 70, 161–168. https://doi.org/10.46747/cfp.7003161
Liu, T. (2021). A Framework of AI-Based Approaches to Improving eHealth Literacy and Combating Infodemic. Public Health Education and Promotion, a Section of the Journal Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.755808
Markus, A. (2024). Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants. Computers and Education Open, 6, 1–12. https://doi.org/10.1016/j.caeo.2024.100176
Muawanah, U. (2024). The interconnection between digital literacy, artificial intelligence, and the use of E-learning applications in enhancing the sustainability of Regional Languages: Evidence from Indonesia. Social Sciences & Humanities Open, 10, 1–17. https://doi.org/10.1016/j.ssaho.2024.101169
Ocana-Fernandez, Y. (2019). Artificial Intelligence and its Implications in Higher Education. Propositos y Representaciones, 7(2), 536–568. http://dx.doi.org/10.20511/pyr2019.v7n2.274
Owoc, M. L. (2021). Artificial Intelligence Technologies in Education: Benefits, Challenges and Strategies of Implementation. Computers and Society, 599, 1–24. https://doi.org/10.1007/978-3-030-85001-2_4
Prastyo, N. T. L. (2024). Enhancing Digital Literacy in Eighth-Grade Students through AI-Integrated ProProfs.com and Differentiated Instruction. Educative: Jurnal Ilmiah Pendidikan, 2(3), 160–168. https://doi.org/ 10.70437/educative.v2i3.812
Pretorius, L. (2023). Fostering AI literacy: A teaching practice reflection. Journal of Academic Language & Learning, 17(1), 1–8. https://journal.aall.org.au/index.php/jall/article/view/891
Rahayu, S. (2023). The Impact of Artificial Intelligence on Education: Opportunities and Challenges. Jurnal Educatio, 9(4), 2132–2140. https://doi.org/10.31949/educatio.v9i4.6110
Reddy, A. (2022). Artificial everyday creativity: creative leaps with AI through critical making. Digital Creativity, 33(4), 295–313. https://doi.org/10.1080/14626268.2022.2138452
Robert, S. J. (2024). The development and validation of digital amnesia scale. Current Psychology, 43, 19594–19603. https://doi.org/10.17632/gstst6h3cf.1
Rong, Q. (2022). Research on the Influence of AI and VR Technology for Students’ Concentration and Creativity. Front. Psycho, 13, 1–9. https://doi.org/10.3389/fpsyg.2022.767689
Salas-Pilco, S. Z. (2022). Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review. Sustainability, 14 (20), 1–17. https://doi.org/10.3390/su142013572
Sappaile, B. I. (2024). The Role of Artificial Intelligence in the Development of Digital Era Educational Progress. Journal of Artificial Intelligence and Development, 3(1), 1–8. https://edujavare.com/index.php/JAI/
Shanmugasundaram, M. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review. Front. Cogni, 2, 1–11. https://doi.org/10.3389/fcogn.2023.1203077
Singh, R. (2016). Learner And Learning In Digital Era: Some Issues And Challenges. International Education & Research Journal [IERJ], 2(10), 92–94. https://ierj.in/journal/index.php/ierj/article/view/476
Tashakkori, A. (2010). Handbook of mixed methods in social & behavioural research. Pustaka Pelajar.
Verma, N. (2011). Professional Practice Using appreciative intelligence for ice-breaking A new design. Journal of Workplace Learning, 23(4), 276–285. https://doi.org/10.1108/13665621111128682
Veronika, R. (2023). Digital Literacy As A Social Mobilization And Learning Platform. SEIKAT: Jurnal Ilmu Sosial, Politik Dan Hukum, 2(3), 228–241. https://doi.org/10.55681/seikat.v2i3.544
Vincent-Lancrin, S. (2020). Trustworthy artificial intelligence (AI) in education: promises and challenges, 218. https://dx.doi.org/10.1787/a6c90fa9-en
White, S. (2022). Undertaking complex but effective instructional supports for students: A systematic review of research on high-impact tutoring planning and implementation. In EdWorkingPaper: 22-652). https://doi.org/10.26300/wztf-wj14
Yan, C. O. (2020). Digital Technology Overuse As A Predictor Of Digital Amnesia And Productivity. Partial Fulfillment Of The Requirements For The Bachelor Of Social Science (Hons) Psychology Faculty Of Arts And Social Science Universiti Tunku Abdul Rahman. http://eprints.utar.edu.my/4497/1/FYP_PY_COY_2021.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ade Imelda Frimayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License
