Peningkatan Literasi Digital dan Pemanfaatan AI Bertanggung Jawab bagi Siswa SMA
Keywords:
AI Generatif; Keamanan Siber; Literasi Digital; Pengabdian Masyarakat; Siswa SMAAbstract
The rapid development of generative artificial intelligence creates new learning opportunities for students while increasing risks related to plagiarism, inaccurate information, privacy violations, and unreflective technology use. This community engagement program aimed to improve digital literacy and responsible artificial intelligence use among students of SMA Tunas Patria Ungaran. The face-to-face program was conducted in November 2025 and involved students from grades X to XII. The activities comprised four stages: a pre-test, instruction and guided practice, a post-test, and evaluation. The learning materials covered digital ethics, cybersecurity, information verification, effective prompt construction, artificial intelligence output checking, and practice with ChatGPT, Canva AI, and Gemini. Evaluation combined the comparison of pre-test and post-test passing rates with observation, student worksheets, and participant reflection. The digital literacy passing rate increased from 50% to 86%, representing a gain of 36 percentage points and exceeding the program target of 80%. Students also practiced at least three artificial intelligence applications and produced at least five plans for educational digital content. These findings indicate that contextual training integrating demonstrations, case discussions, and guided hands-on activities can strengthen students' initial knowledge and practices for using digital technology safely, critically, ethically, and productively.
ABSTRAK
Perkembangan kecerdasan artifisial generatif memperluas peluang belajar siswa, tetapi juga meningkatkan risiko plagiarisme, informasi keliru, pelanggaran privasi, dan penggunaan teknologi tanpa pertimbangan etis. Kegiatan pengabdian ini bertujuan meningkatkan literasi digital dan kemampuan memanfaatkan kecerdasan artifisial secara bertanggung jawab pada siswa SMA Tunas Patria Ungaran. Program dilaksanakan secara tatap muka pada November 2025 dengan peserta siswa kelas X-XII. Metode kegiatan menggunakan empat tahap, yaitu tes awal, sosialisasi dan praktik, tes akhir, serta evaluasi. Materi mencakup etika bermedia, keamanan siber, verifikasi informasi, penyusunan perintah yang efektif, pemeriksaan keluaran kecerdasan artifisial, dan praktik menggunakan ChatGPT, Canva AI, serta Gemini. Evaluasi dilakukan melalui perbandingan persentase kelulusan tes awal dan tes akhir, pengamatan proses, lembar kerja, serta refleksi peserta. Hasil menunjukkan bahwa kelulusan literasi digital meningkat dari 50% menjadi 86%, atau naik 36 poin persentase, dan melampaui target program sebesar 80%. Siswa juga mampu mempraktikkan sedikitnya tiga aplikasi kecerdasan artifisial dan menghasilkan minimal lima rancangan konten edukatif. Temuan tersebut menunjukkan bahwa pelatihan kontekstual berbasis demonstrasi, studi kasus, dan praktik terbimbing dapat memperkuat pengetahuan serta perilaku awal siswa dalam menggunakan teknologi secara aman, kritis, etis, dan produktif.
References
Aljalabneh, A. A., Al-Shamaileh, O., Al-Omari, A., & Alzyoud, M. (2024). Visual media literacy: Educational strategies to combat misinformation and enhance critical thinking. Frontiers in Communication, 9, 1490798. https://doi.org/10.3389/fcomm.2024.1490798
Antunes, M., Maximiano, M., Gomes, R., & Pinto, D. (2021). An integrated cybernetic awareness strategy to assess cybersecurity attitudes and behaviours in school contexts. Applied Sciences, 11(23), 11269. https://doi.org/10.3390/app112311269
Casal-Otero, L., Catala, A., Fernandez-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10, 29. https://doi.org/10.1186/s40594-023-00418-7
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Ibrahim, A., McKee, M., Sikos, L. F., & Johnson, N. F. (2024). A systematic review of K-12 cybersecurity education around the world. IEEE Access, 12, 59726-59738. https://doi.org/10.1109/ACCESS.2024.3393425
Lee, I., Ali, S., DiPaola, D., & Breazeal, C. (2021). Developing middle school students' AI literacy. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 191-197). ACM. https://doi.org/10.1145/3408877.3432513
Lee, S. J., & Kwon, K. (2024). A systematic review of AI education in K-12 classrooms from 2018 to 2023: Topics, strategies, and learning outcomes. Computers and Education: Artificial Intelligence, 6, 100211. https://doi.org/10.1016/j.caeai.2024.100211
Li, L., Yu, F., & Zhang, E. (2024). A systematic review of learning task design for K-12 AI education: Trends, challenges, and opportunities. Computers and Education: Artificial Intelligence, 6, 100217. https://doi.org/10.1016/j.caeai.2024.100217
Lin, X. F., Wang, Z., Zhou, W., Luo, G., Hwang, G. J., Zhou, Y., Wang, J., Hu, Q., Li, W., & Liang, Z. M. (2023). Technological support to foster students' artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach. Computers & Education, 201, 104813. https://doi.org/10.1016/j.compedu.2023.104813
Liu, X., & Zhong, B. (2024). A systematic review on how educators teach AI in K-12 education. Educational Research Review, 45, 100642. https://doi.org/10.1016/j.edurev.2024.100642
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-16). ACM. https://doi.org/10.1145/3313831.3376727
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Milenkova, V., & Lendzhova, V. (2021). Digital citizenship and digital literacy in the conditions of social crisis. Computers, 10(4), 40. https://doi.org/10.3390/computers10040040
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504-509. https://doi.org/10.1002/pra2.487
Ondrušková, D., Šafár, L., & Černá, M. (2023). Good practices for implementation of cyber security education for school children. Contemporary Educational Technology, 15(3), ep439. https://doi.org/10.30935/cedtech/13253
Quayyum, F., Cruzes, D. S., & Jaccheri, L. (2021). Cybersecurity awareness for children: A systematic literature review. International Journal of Child-Computer Interaction, 30, 100343. https://doi.org/10.1016/j.ijcci.2021.100343
Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Wang, K., Chen, G., & Hsu, H. (2023). Effects of digital game-based learning on students' cyber wellness literacy, motivation, and engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716
Xia, Q., Chiu, T. K. F., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022). A self-determination theory design approach for inclusive and diverse artificial intelligence education. Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582
Yim, I. H. Y. (2024). A critical review of teaching and learning artificial intelligence literacy: Developing an intelligence-based AI literacy framework for primary school education. Computers and Education: Artificial Intelligence, 7, 100319. https://doi.org/10.1016/j.caeai.2024.100319
Yue, M., Jong, M. S. Y., & Dai, Y. (2022). Pedagogical design of K-12 artificial intelligence education: A systematic review. Sustainability, 14(23), 15620. https://doi.org/10.3390/su142315620
