Penerapan dan Pembiasaan Literasi Digital Berbasis AI oleh Guru untuk Mengembangkan Kemampuan Berpikir Kritis Siswa - Mastura, Mastura; Suroto, Suroto (Empiricism Journal, 2026)
Di era digital yang semakin berkembang penggunaan AI dalam pembelajaran belum diimbangi dengan kemampuan literasi digital yang memadai, sehingga kemampuan berpikir kritis siswa masih belum optimal karena siswa cenderung menggunakan AI sebagai sumber pencari jawaban instan tanpa melalui berpikir analitis, serta penerapan dan pembiasaan literasi digital berbasis AI belum dilaksanakan secara terstruktur dan berkelanjutan. Penelitian ini dilakukan bertujuan untuk menganalisis penerapan dan pembiasaan literasi digital berbasis AI oleh guru untuk mengembangkan kemampuan berpikir kritis siswa pada pembelajaran Pendidikan Pancasila kelas X di SMAN 6 B anjarmasin. Penelitian ini memakai pendekatan kualitatif dengan metode fenomenologi. Sumber data dari guru Pendidikan Pancasila dan siswa kelas X dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi, serta analisis data melalui reduksi data, penyajian data, dan penarik kesimpulan. Hasil penelitian menunjukkan bahwa: (1) Penerapan literasi digital berbasis AI telah berlangsung secara aktif dan terencana melalui indikator aktivitas, tindakan, dan mekanisme, di mana guru mendorong siswa membandingkan beberapa sumber terpercaya, memberikan ruang eksplorasi AI dan yang dinilai kualitas informasi; (2) Pembiasaan literasi digital berbasis AI telah dilakukan secara konsisten melalui indikator rutin, spontan, dan keteladanan, sehingga sikap kritis siswa terhadap informasi dari AI mulai terbentuk secara otomatis sekaligus menanamkan nilai-nilai digital citizenship yang menjadikan siswa bertumbuh secara akademis dan memiliki rasa tanggung jawab moral sebagai warga digital yang bijak dan bertanggung jawab. Hasil penelitian ini dapat ditarik kesimpulan Penerapan dan Pembiasaan Literasi Digital Berbasis AI oleh Guru ini mampu mengembangkan berpikir kritis siswa. The Implementation and Habitual Practice of AI Based Digital Literacy yy Teachers to Develop Students Critical Thinking Skills AbstractIn the increasingly developing digital era, the use of AI in learning has not been balanced with adequate digital literacy skills, so that students critical thinking skills are still not optimal because students tend to use AI as a source of instant answers without going through analytical thinking, and the application and habituation of AI based digital literacy have not been implemented in a structured and sustainable manner. This study aims to analyze the application and habituation of AI based digital literacy by teachers to develop students critical thinking skills in Pancasila Education learning for grade X at SMAN 6 Banjarmasin. This study uses a qualitative approach with a phenomenological method. Data sources from Pancasila Education teachers and class X students with data collection techniques through observation, in depth interviews, and documentation, as well as data analysis through data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) The implementation of AI-based digital literacy has been carried out actively and in a planned manner through indicators of activities, actions, and mechanisms, where teachers encourage students to compare several trusted sources, provide space for AI exploration and the quality of information is measured; (2) The habituation of AI based digital literacy is carried out consistently through routine, spontaneous, and exemplary indicators, this allows students to develop a critical attitude toward information from AI, while simultaneously instilling digital citizenship values, enabling them to grow academically and develop a sense of moral responsibility as wise and responsible digital citizens. The results of this study suggest that the implementation and habituation of AI-based digital literacy by teachers can develop students' critical thinking.