DIGITAL LITERACY AND LEARNING READINESS AS KEY PREDICTORS OF DEEP LEARNING ACHIEVEMENT IN THE CONTEXT OF ARTIFICIAL INTELLIGENCE

Abstract

ABSTRACT The advancement of digital technology driven by artificial intelligence (AI) requires students to possess adequate levels of digital literacy and learning readiness in order to achieve deep learning. However, the integration of AI into instructional practices in secondary schools has not yet been fully optimized due to variations in students’ digital competencies and learning readiness. This study aims to analyze the extent to which AI-based digital literacy and learning readiness contribute to deep learning achievement among high school students. The research was conducted across eight high schools in Bandar Lampung, involving 100 respondents selected from a population of 133 students. A quantitative survey method was employed using structured questionnaires, and the data were analyzed through multiple linear regression to examine the influence of each variable. The findings reveal that digital literacy exerts a significant influence and serves as the primary factor enhancing students’ abilities to analyze, evaluate, and generate new ideas within an AI-integrated learning environment. In contrast, learning readiness shows a positive yet statistically insignificant contribution. These results highlight that the effectiveness of AI utilization in learning relies more heavily on strengthening students’ digital literacy rather than solely on their readiness to learn. Overall, the study concludes that improving digital literacy is a fundamental requirement for fostering deep learning in the era of intelligent technology. Practically, schools are encouraged to develop digital competency programs and adopt adaptive instructional strategies to ensure that AI integration can operate effectively and deliver optimal benefits for learning quality. ABSTRAK Perkembangan teknologi digital berbasis kecerdasan buatan (AI) menuntut siswa untuk memiliki kemampuan literasi digital dan kesiapan belajar yang memadai agar mampu mencapai pembelajaran mendalam (deep learning). Namun, integrasi AI dalam pembelajaran belum sepenuhnya optimal di sekolah menengah karena variasi kompetensi digital dan kesiapan belajar yang berbeda antar siswa. Penelitian ini bertujuan menganalisis sejauh mana literasi digital berbasis AI dan kesiapan belajar berkontribusi terhadap pencapaian deep learning pada siswa SMA. Studi dilakukan pada delapan SMA di Bandar Lampung dengan melibatkan 100 responden yang dipilih dari populasi 133 siswa. Metode survei kuantitatif digunakan melalui penyebaran kuesioner terstruktur, sedangkan analisis data dilakukan menggunakan regresi linear berganda untuk menguji pengaruh masing-masing variabel. Hasil penelitian menunjukkan bahwa literasi digital memberikan pengaruh signifikan dan menjadi faktor utama yang mendorong kemampuan siswa dalam menganalisis, mengevaluasi, serta menghasilkan gagasan baru dalam konteks pembelajaran berbasis AI. Sebaliknya, kesiapan belajar memberikan kontribusi positif tetapi tidak mencapai signifikansi secara statistik. Temuan tersebut menegaskan bahwa efektivitas pemanfaatan AI dalam pembelajaran lebih bertumpu pada penguatan literasi digital siswa dibandingkan sekadar kesiapan belajar mereka. Secara keseluruhan, penelitian ini menyimpulkan bahwa peningkatan kemampuan literasi digital menjadi fondasi penting dalam mendukung pembelajaran mendalam di era teknologi cerdas. Implikasi praktisnya, sekolah perlu merancang program pengembangan kompetensi digital dan strategi pembelajaran yang adaptif agar integrasi AI dapat berjalan efektif serta memberikan dampak optimal bagi kualitas pembelajaran.