Digital Readiness, Artificial Intelligence Use, and Student Learning Outcomes in Indonesia: Evidence from PISA 2025

Debora Nuraini; Sri Nurfitrianty; Andry Steven Manongga; Dian Aprilia Manase; Ahmad Suhendra

doi:10.69693/ijmst.v4i3.14033

Authors

Debora Nuraini Sekolah Kristen Makedonia
Sri Nurfitrianty SMA Negeri 1 Sungai Tebelian
Andry Steven Manongga SD Swasta Alfa Omega
Dian Aprilia Manase SMA Swasta PGRI 1 Pontianak
Ahmad Suhendra SMA Negeri 4 Puruk Cahu

DOI:

https://doi.org/10.69693/ijmst.v4i3.14033

Keywords:

Kecerdasan Artifisial, Kesiapan Digital, Pembelajaran Berbantuan AI, PISA 2025, Capaian Belajar Siswa, Literasi AI Kritis, Indonesia, Kesetaraan Pendidikan

Abstract

Teknologi digital dan kecerdasan artifisial (AI) semakin mengubah praktik belajar siswa, tetapi peningkatan akses terhadap teknologi tidak selalu meningkatkan capaian belajar. Penelitian ini mengkaji hubungan antara kesiapan digital sekolah, penggunaan AI oleh siswa untuk kegiatan sekolah, kesempatan untuk mengevaluasi secara kritis informasi yang dihasilkan AI, kondisi sosial ekonomi, dan capaian belajar siswa di Indonesia berdasarkan data PISA 2025. Penelitian menggunakan pendekatan kuantitatif berbasis data sekunder dengan analisis deskriptif, komparatif, dan interpretatif yang berfokus pada Indonesia. Siswa Indonesia melaporkan keterlibatan yang relatif tinggi dalam penggunaan teknologi digital dan AI, termasuk penggunaan perangkat digital untuk belajar di sekolah selama 2,5 jam per hari dan 53% siswa yang menggunakan chatbot AI setiap minggu. Namun, capaian rata-rata tetap berada di bawah rata-rata OECD dalam sains (389 dibandingkan 482), matematika (364 dibandingkan 463), dan membaca (365 dibandingkan 461). Penggunaan AI tidak secara konsisten berkaitan dengan capaian yang lebih tinggi, sehingga manfaat pendidikannya bergantung pada tujuan dan intensitas penggunaan. Kesempatan mengevaluasi informasi secara kritis dan kesiapan digital sekolah menjadi dimensi kontekstual penting, sementara perbedaan sosial ekonomi menunjukkan ketimpangan kesempatan dalam mengembangkan kompetensi AI. Tantangan Indonesia kini bergeser dari akses teknologi menuju penguatan kapabilitas digital dan AI. Penguatan kesiapan sekolah, kapasitas pedagogis guru, literasi AI kritis, dan akses yang setara terhadap pembelajaran berbantuan AI yang berkualitas menjadi penting. Mengingat bukti bersifat potong lintang dan observasional, hubungan yang ditemukan harus ditafsirkan sebagai asosiasi, bukan hubungan sebab-akibat.

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