Peran Literasi Digital dan Literasi AI dalam Mendukung Technology-Enhanced Learning pada Mahasiswa Pendidikan Ekonomi Universitas Negeri Makassar The Role of Digital Literacy and AI Literacy in Supporting Technology-Enhanced Learning among Economics Education Students at Universitas Negeri Makassar
Article Sidebar
Page Numbers:
1527-1545
Digital Object Identifier:
10.58578/masaliq.v6i4.10428
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Andi Asti Handayani1*, Tuti Supatminingsih2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The development of digital technology and artificial intelligence (AI) has driven the transformation of learning in higher education through the Technology-Enhanced Learning (TEL) approach. However, the successful implementation of TEL is determined not only by the availability of technology but also by students’ ability to use technology effectively. This study aims to analyze the role of Digital Literacy and AI Literacy in supporting Technology-Enhanced Learning among Economic Education students at Universitas Negeri Makassar. This study used a quantitative approach with a cross-sectional survey design. The research sample consisted of 90 students selected using purposive sampling. Data were collected through a questionnaire and analyzed using multiple linear regression with the assistance of the JASP application. The results showed that all instruments were valid and reliable, and the data met the assumptions of normality, linearity, multicollinearity, and heteroscedasticity. Partially, Digital Literacy and AI Literacy had positive and significant effects on Technology-Enhanced Learning. Simultaneously, both variables also had a significant effect on Technology-Enhanced Learning, with a coefficient of determination of 34.5%. Digital Literacy had a more dominant effect than AI Literacy. The conclusion of this study affirms that improving students’ digital and AI competencies is an important factor in supporting the effectiveness of technology-based learning. The implications of this study provide practical contributions for higher education institutions in strengthening digital literacy and AI literacy through curriculum development and learning strategies that are adaptive to technological transformation.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Agaoglu, F. O., Bas, M., Tarsuslu, S., Ekinci, L. O., & Agaoglu, N. B. (2025). The mediating digital literacy and the moderating role of academic support in the relationship between artificial intelligence usage and creative thinking in nursing students. BMC Nursing, 24, Article 484. https://doi.org/10.1186/s12912-025-03128-3
Feng, S., & Carolus, A. (2026). Artificial intelligence literacy at school: A systematic review with a focus on psychological foundations. Computers and Education: Artificial Intelligence, 10, 100551. https://doi.org/10.1016/j.caeai.2026.100551
Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic review of artificial intelligence in education: Trends, benefits, and challenges. Multimodal Technologies and Interaction, 9(8), 84. https://doi.org/10.3390/mti9080084
Georgopoulou, M. S., Troussas, C., Krouska, A., & Sgouropoulou, C. (2025). Digital literacy in higher education: Examining university students’ competence in online information practices. Computers, 14(12), 528. https://doi.org/10.3390/computers14120528
Gu, X., & Ericson, B. J. (2025). AI literacy in K–12 and higher education in the wake of generative AI: An integrative review. In Proceedings of the 2025 ACM Conference on International Computing Education Research V.1 (pp. 125–140). Association for Computing Machinery. https://doi.org/10.1145/3702652.3744217
Hingle, A., & Johri, A. (2025). Systematic review of collaborative learning activities for promoting AI literacy. arXiv. https://arxiv.org/abs/2508.15111
Joseph, G. V., Athira, P., Thomas, M. A., Jose, D., Roy, T. V., & Prasad, M. (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.2024.45.43-49
Khan, N., Sarwar, A., Chen, T. B., & Khan, S. (2022). Connecting digital literacy in higher education to the 21st century workforce. Knowledge Management & E-Learning: An International Journal, 14(1), 46–61. https://doi.org/10.34105/j.kmel.2022.14.004
Knoth, N., Decker, M., Laupichler, M. C., Pinski, M., Buchholtz, N., Bata, K., & Schultz, B. (2024). Developing a holistic AI literacy assessment matrix: Bridging generic, domain-specific, and ethical competencies. Computers and Education Open, 6, 100177. https://doi.org/10.1016/j.caeo.2024.100177
Komala Dewi, R., Lasmana, O., Festiyed, F., Asrizal, A., Desnita, D., & Diliarosta, S. (2024). Implications and impact of digital literacy on higher education: Systematic literature review. Eduvest: Journal of Universal Studies, 4(6), 5300–5312. https://doi.org/10.59188/eduvest.v4i6.1410
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101
Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85. https://doi.org/10.1016/j.compedu.2017.05.014
Lin, X., Xu, G., & Xiong, B. (2025). Artificial intelligence literacy, sustainability of digital learning and practice achievement: A study of vocational college students. PLOS One, 20(10), e0332175. https://doi.org/10.1371/journal.pone.0332175
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Sainath, K., Gunamony, S. L., Awan, W. A., George, N. M., Sindhu, M. D., Alsunaydih, F. N., & Alhassoon, K. (2024). Development of flexible durable multi-slotted antenna for wearable applications. Heliyon, 10(23), e40627. https://doi.org/10.1016/j.heliyon.2024.e40627
Song, Y., Moon, H., Yang, H., & Kilgore, C. (2026). Development and validation of a Faculty Artificial Intelligence Literacy and Competency (FALCON-AI) Scale for higher education. arXiv. https://arxiv.org/abs/2603.20220
Soylu, M. Y., Lee, J., Hung, J.-T., Cui, C. Z., & Joyner, D. A. (2025). AI literacy as a key driver of user experience in AI-powered assessment: Insights from Socratic Mind. arXiv. https://arxiv.org/abs/2507.21654
Xiao, J., Alibakhshi, G., Zamanpour, A., Zarei, M. A., Sherafat, S., & Behzadpoor, S.-F. (2024). How AI literacy affects students’ educational attainment in online learning: Testing a structural equation model in higher education context. The International Review of Research in Open and Distributed Learning, 25(3), 179–198. https://doi.org/10.19173/irrodl.v25i3.7720
Yim, I. H. Y., & Su, J. (2025). Artificial intelligence literacy education in primary schools: A review. International Journal of Technology and Design Education, 35, 2175–2204. https://doi.org/10.1007/s10798-025-09979-w
Zhang, S., Ganapathy Prasad, P., & Schroeder, N. L. (2025). Learning about AI: A systematic review of reviews on AI literacy. Journal of Educational Computing Research, 63(5), 1292–1322. https://doi.org/10.1177/07356331251342081